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Leon Smith | 2026 National Teacher of the Year - Transcript

[00:00:00]

Jeremy Singer: I'm Jeremy Singer, president of the College Board, and this is the Education Equation. I've spent my career grappling with what truly drives student success. On this podcast, I'll talk with people who are researching, building and scaling solutions that matter. Every episode will go beyond the hype and focus on data and evidence to see what's actually working.

Let's stop guessing and let's figure out what works.

In April, the Council of Chief State School Officers named Leon Smith, a social studies teacher at Haverford High School in Havertown, Pennsylvania, Teacher of the Year. Smith has spent more than two decades in Delaware County and teaches honors and advanced placement history as well as African American studies.

Smith has been lauded for his instrumental work in Haverford's Grow Your Own program, which is [00:01:00] dedicated to increasing educator diversity within the district. Smith holds a bachelor's in secondary social studies education from the University of Maryland at College Park A master's in educational leadership and technology integration from Pennsylvania State University, Penn State, and PK through 12 principal certification from Cabrini University.

As an educational leader and mentor, Smith is also the freshman boys' basketball coach and advocates for policies to diversify the educator workforce and build a stronger teacher pipeline. Leon, thank you for being on The Education Equation.

Leon Smith: Thank you so much for having me. I'm so excited.

Jeremy Singer: So I do wanna point out, you have a very nice suit on, but it's not quite the piece you wore on The Kelly Clarkson Show.

So what, were you second class here?

Leon Smith: Oh, wow.

Jeremy Singer: But it is funny 'cause he-- I-- look, I live in Brooklyn, I think you know. I- Yes ... you live outside of Philly.

And have you been following the Kelly Clarkson controversy?

Leon Smith: A little bit. I've heard just topical. I had to [00:02:00] ask my wife about it. I don't know enough to be able to comment.

I know there's something going on with a store.

Jeremy Singer: There's a little beef with a store in Brooklyn where she went, and I guess didn't go well. But I, hear the, the store's doing quite well for the, any publicity is good publicity type theme.

Leon Smith: Yes.

Jeremy Singer: But I was in a, I was in an exercise class, and, the instructor said, "This, this Friday we're gonna do an all Kelly Clarkson, like the whole class, the music's gonna be Kelly Clarkson.

And if you come, you get into a raffle to win something from that store." So I love how-

Leon Smith: Oh my ...

Jeremy Singer: they're really putting it to work.

Leon Smith: That is too funny.

Jeremy Singer: Yeah. No, it's hysterical. But congrats for being on that show. That's a, must have been an experience we'll talk about a little bit. Look, I wanna recognize and honor the wonderful work you've done to earn Teacher of the Year.

But I also had to wear my Knicks hat. I know you're a Sixers fan, and I apologize about that. But, you coach, I, mentioned in the opening you coach high school basketball.

Leon Smith: Yes.

Jeremy Singer: If you had to coach the Sixers this year with like- there's a lot of mouths to [00:03:00] feed.

Leon Smith: Yes.

Jeremy Singer: any, any advice, for Nick Nurse or anyone?

Leon Smith: I just think for them, they've been through a lot. I think any team that has been through as much as the Sixers, they understand that you don't win the championship on day one. And so I think it's just a matter of them going it day by day and realizing that really the, the camaraderie they build and just the strength and perseverance they build over a long season is gonna serve them in the playoffs.

And I think they have the right mindset. I love that LeBron is there to show them championship habits. I think Embiid is at a point in his career where he's a little bit more mature. So I think the biggest thing is health. I don't think you can really teach that.

Jeremy Singer: Yeah, no question. And then, yeah, the last thing I wanted to do is Convince you to leave the classroom, but do I start a movement for Leanne Smith for Sixers coach?

'cause our listeners can write in, It's doable.

Leon Smith: I don't want that smoke. I don't want that smoke.

Jeremy Singer: It's a lot. Yes. All right, so let's get into it.

Leon Smith: All right.

Jeremy Singer: I wanna start at the [00:04:00] beginning. What initially inspired you to get into teaching?

Leon Smith: I think it really is a, variety of factors. Both of my parents were educators, and so I would always hear about all the wonderful things that the teachers at their schools were doing because my mom was the principal, and she would just tell me stories of teachers going into the community, working with parents, helping parents and students, giving them what they needed.

So I always was under the impression that teachers did so much more than teach content. growing up, we would listen to the radio before I went to school, and this was at a time where that's where you found out whether you had school or not, you had a school number. That's right. and I would just hear about current events, and so I always fell in love with social studies.

My church, we always learned about history and famous leaders that made a difference in the world. And so just for me, I always felt like I wanted to leave the world better than when I entered, and I was always passionate about freedom and equality, [00:05:00] and I felt that education could truly make that difference 'cause that's what we learned.

And so as I got to, middle school, I was going to camp. The counselors always praised me for how I worked with young people. And then when I got to high school, I really started to look around and notice that there were not many teachers, if any at all, that looked like me, and I really believed that was important for there to be teachers that represent all the groups in the school.

And so I had a, a student teacher in 10th grade who came, and when he came to my classroom, it really lit a fire in me to, be that teacher for other students like myself who did not have a teacher that looked like them. And so I went to college, and at the University of Maryland, we had a program where we worked with first-generation college students, and I saw the way that they looked at me.

I saw that they appreciated my presence, and I really knew that's what I wanted to do, is to [00:06:00] be that role model and be that person for future students.

Jeremy Singer: Yeah, that's really inspiring, and, it's amazing- How early you knew this direction to get into teaching. A lot of people I talk to are teachers, they were inspired, they can go to moments, but they didn't know that early.

I think that's more unusual but awesome. and I wanna just build on what I was gonna talk about it later in the pod, but, there's research out there that demonstrates when you, pair Black students with Black teachers, there are better academic and social outcomes. We'll link to it in the show notes.

But talk to me more, like now that you're on the other side as a teacher, how do you see, and you talked about the first gen students, but how do you see that connecting with the students you're teaching today?

Leon Smith: I think it's really an important connection because I think students really want to feel that they are seen, that they are understood.

And I think that especially as an educator of color, there are certain scenarios and situations that I can understand [00:07:00] other students of color having to navigate because I went through those same situations myself. But I also believe that educators of color are good for all students because I've had students say to me, "Mr.

Smith, I never knew that happened before. We've never learned about that before." And I really believe that's the, the beauty of having a diverse educator workforce, that you're able to expose students to perspectives and situations that they've never heard of before. And I've had students actually email me and say, "Hey, Mr.

Smith, I was with my family in Harlem this summer, and I told them about the Harlem Hellfighters," and they were so excited that they were able to learn something that they would not have typically learned if they had not been in my classroom.

Jeremy Singer: Yeah. That's great. And I'm sure all the students you've connected with and helped them, and I'm sure there's a lot that are just like you were inspired.

Hopefully, a lot of them go into teaching.

Leon Smith: I hope so.

Jeremy Singer: So got why you went into teaching. Now, you've been at Haverford [00:08:00] for 25 years?

Leon Smith: Yes. Is that right? Yes. I actually just got my letter that I'm gonna get my clock this year, my 25

Jeremy Singer: year- Is that what you get at 25? yeah. what, do you remember what you got at, 10 or 20,

Leon Smith: or?

No, you don't get ... There was nothing else. This is the,

Jeremy Singer: this- Wow, it's just you gotta make it to 25. Yeah. 24 and a half isn't enough.

Leon Smith: It is not.

Jeremy Singer: Oh, man. That's a, hard, bar. That's a long time in any job, in any profession, in any one place. talk to the listeners of, like, how you stay motivated and engaged for such a prolonged, period, and it's wonderful that you have.

Leon Smith: Thank you very much. It's really because I feel like I'm making a difference. I know the impact that I've had on students. I've seen it, and really, I just love the intellectual discourse. Being around students and being able to be curious with them and to learn alongside of them is so invigorating. And so for me, it's something that I know that [00:09:00] each day I go into the building, I'm making a difference, and so that makes it that much more meaningful for me.

And then I just love teaching. My colleagues are great. I get a chance to be around excellent educators that really bring out the best in me. So those blending of factors have really made it a great place for me for the last 25 years.

Jeremy Singer: That's awesome. And anything, like there's gotta be something you don't love that you've been doing for 25 years.

What's that?

Leon Smith: I, think really it's just making sure that I'm balancing my time, as a husband, as a father. I do think that in education you have to be disciplined because you can certainly stay up all night and grade, all the time, but it is important for me to make sure that I'm being there for my own children and being there for my wife.

So I think that sometimes can be challenging because I do care deeply, and sometimes I have to, turn myself off and say, "Hold on, that'll be there [00:10:00] tomorrow, but let me make sure that I'm doing what I need to do at home."

Jeremy Singer: Yeah. No, that's very fair, and I think, there are jobs that you do your work, and you can leave your job when you leave the, the office.

And teaching's like being an entrepreneur, where- Yeah ... there's always more stuff you could do. Always. And how do you, where do you stop that, and how do you manage that? 'Cause yeah, you're right, there's always more, and it's, can be a challenge. So tell me, so 25 years, is there a practice or what is the thing, what do you think the biggest change, like if you could zoom back 25 years and look at- the greener Leon Smith teaching a class to today- Yeah ... like what do you think's changed most over that period?

Leon Smith: I would probably say just confidence in being myself. I think when I first started, I was so in awe of many of the teachers that like surrounded me literally and, just in their classrooms, and I've learned so much from them.

But I think as the years went on, I really leaned into being myself and leaning into [00:11:00] like my own experiences, my own stories, my own pedagogical strategies that I could bring into the classroom. So once I started to do that, I really believe that the students saw that, and they felt more comfortable being their authentic selves.

So- Yeah ... I would just say authenticity is something that I've gained confidence in knowing that is, what I bring, and that's what is so beautiful about a school, is that the teachers that exist there, each of them has something that the students need. And if everybody tries to be like everyone else, then we're really, the students are, losing in that regard

Jeremy Singer: Yeah, very important message.

And probably early on for most teachers and most people in any job, you're trying to figure it out, and, as you get more comfortable and experienced, it's easier just to be more of yourself and have it come out. So the premise of this whole podcast, why I started doing this, was to try to [00:12:00] identify things, whether those are practices, techniques, curriculum, that actually improve student outcome.

So obviously the biggest lever is the teacher, to state the obvious. But beyond that, beyond your direct impact, are there things in your career that you said, "Hey, this..." what are the things you've used, again, curriculum, technology, practices, that you feel have a disproportionate impact on, student outcomes and learning?

Leon Smith: I would definitely say the classroom environment. One of the things I really work on is making sure that the students realize that it's more than just the content, that it's about them, I care about them, and that it's important for us in the classroom for us to feel safe, for us to make sure that everybody feels that they have a sense of dignity and belonging.

Because just in terms of brain science, they need to make sure that they feel safe for their brain to get to those higher levels [00:13:00] of Bloom's taxonomy that we as educators want to get them to. So that's first, and that is something that as my year had progressed in the classroom, that I work on that throughout the year, realizing that it is something that you cannot just do the first week and say, "Hey, here are my first week or first day icebreaker activities."

But this is a relationship that needs to be built over time, and it's something that you have to tend to and build that trust and consistency.

Jeremy Singer: Yeah. Are there particular practices- Yeah ... like you say icebreakers, but- Yeah ... like what have you seen that really works? And I know each situation's different, but can you give some advice to teachers listening of "Hey, this is how I really am able to connect with the students in an authentic way"?

Leon Smith: Definitely. before we even start, I start with a, a morning circle, and we do a question that is oftentimes pretty light. we'll ask a question like, "What's your favorite breakfast food?" Or, "What characteristics do you value in a friend?" And so we all get in a circle, and it [00:14:00] really just shows them that, I care about them, more than the content, and we gotta make sure that we are connected.

And we do that for about five to seven minutes, but it promotes laughter. It just allows the students to learn more about each other. It builds that community, and then we kinda get into it. So I do those types of things. Oftentimes too, I just check in with students as the year goes on. I learn about them, and then I will check in, "Hey, I saw this report on the news," or, "I was listening to this song, and it reminded me of something that you told me."

So they see that, I think about them more than just as a student and they're receiving the knowledge.

Jeremy Singer: Yeah.

Leon Smith: And then one of the other things I think is, also big is, just the idea of critical thinking and really letting them know that in my class, it's not just about memorizing facts, but it's this is gonna be skills, especially in our present-day environment [00:15:00] with AI, that these are skills that transcend the classroom, and that the things that we learn in this classroom is gonna help them in more than just a history class.

Jeremy Singer: Yeah, and we'll come back to that 'cause I wanna talk about motivation later and- connecting it to their future and how you do that effectively. I will say it's very funny, our CTO, who's very creative, he always starts his team meetings with they have a draft. so very- similar to your opening where, and he'll name it that day, like the best movie about cars or the best breakfast cereal.

Oh, I

Leon Smith: love

Jeremy Singer: that. And everybody- But you can't repeat, it's the same sort of thing. Good way to make connections. Yeah. And that time spent on that is well worth. some people are like, "I know we need every minute to be about X," and I think there's great payoff. So- No

Leon Smith: question ...

Jeremy Singer: let me shift gears a bit.

You were named Teacher of the Year, I think, back in April.

Leon Smith: Yes.

Jeremy Singer: So how does that work? Did you get a call? was it like a Ed McMahon envelope? Like, how'd you learn?

Leon Smith: Yeah, so I did get a call, 'cause we had like interviews. There was a [00:16:00] group of five of us, and I got a call in, March.

Jeremy Singer: So there were five nominees?

Leon Smith: Five finalists- Okay ... because if you are a state teacher of the year, that allows you to apply to be the National Teacher of the Year. And then out of those 56 individuals, because it also includes the territories, they narrow it down to finalists. So out of the finalists, I was selected in March, and then it was announced in April.

So I did receive a phone call, and I was super happy, but I, had to keep it quiet for a little bit, so that was challenging. But yeah, just something that I was, I never imagined would happen, but just so happy that it did.

Jeremy Singer: That's awesome, and it does sound a little like Miss America, just to state the obvious, but did you do any, like oppo research on the other four finalists?

did you at least consider it? You can tell us. No one's gonna- No one will think less of you.

Leon Smith: No. It's so interesting though, 'cause we actually are part of a text [00:17:00] thread. We actually have a really good relationship and, one of the things that I learned in this process is that ultimately you have to be yourself and, however it plays out, that's the way it was supposed to play out.

The person that is named the National Teacher of the Year is not the best teacher in America. There's no way to measure the best teacher, but what you are for that year is you're an ambassador, and you have an opportunity to represent all educators. And so whoever it was going to be, that's how it was supposed to be, but that doesn't take away from the importance of all of us in terms of how we show up in spaces, because all of us were very involved in education, so it was gonna be a win either way.

Jeremy Singer: yeah. No, and I'm just kidding. You guys are, you're representing a lot of people in a great way, so it's nice to see. So I talk a lot on my podcast and just in my job about two crises that are facing education today, and both- Have been exacerbated [00:18:00] by AI, but not caused by AI. So the first is relevance, which is, and you started to lead on that, of how do you help students understand, what they're learning matters and they should engage with it.

And then the second is authenticity, which is about how do you know what students can actually, what actual knowledge and skills they have when there's so many ways to cognitively offload it. So I wanna dig in a little 'cause I can't think of a better person who's, you've seen the trends over a, a extended period of time.

So I wanna start though with just AI and how, your specific teaching, has it changed the way you teach? Do you use AI in teaching?

Leon Smith: Yeah, I think it's something that is, it has a lot of different ways you can look at it. So I think it, it can be helpful in terms of, especially as an educator, there are ways that you can use it to help you cut down on time.

It can be helpful in terms of lesson development. [00:19:00] But I think that at the end of the day, you still have to have that human mind that can discern and really bring in that criticality. Because one of the things that I'm very proud of is really that sense of accomplishment that you get when you produce something on your own.

And so certainly you can use it as a thought partner, and if you're really saying "Hey, here's the criteria, here's what I'm trying to do. What are some ideas you have?" ultimately, you're gonna have to use those discerning skills to figure out which one is gonna be better for you and how you can make it sound like your own.

So I think that's there. But as, as the teacher, one of the things that you, really have to work on is the, research strategies, and if you want your students to do research, you have to teach them. You cannot just assume that they know how to do it. And so I think just like we saw when the internet was introduced and Google and everything, it's really [00:20:00] important to, to really walk the students through the steps and give them some models to say, "Hey, here are some websites that you can use that can provide some of the, the sources that we're talking about.

Here are some of the questions," really the metacognitive strategies that you can use to really think about, like, all right, is this a good source? How do I know what a good source is? What should I be looking for? So I really think it's important for the teacher to be very transparent and intentional and, not just assuming that the students know how to do things such as research, but really walk them through it, talk about some of those ways that they should be thinking, and then also provide them with links and different databases that they can use when doing that process.

Jeremy Singer: Yeah, no, that's all great. I just wonder, when I talk to teachers, I'm sure you see this as, yes, I think this knee-jerk of, "Oh, we're just gonna say [00:21:00] no AI" is impractical in today's world. Yes. And so trying to guide them of how to use it well and efficiently and to their benefit- Yes ... so that it doesn't So they can still build the skills and knowledge that they need to build- Yes

and use that as an enhancer. Makes sense. But it's also hard, right? Yeah. a lot of teachers will say, "I, do all that, and yet the kids can't help but use it for a shortcut." They have a paper due the next day, it's 8:00 at night, they wanna see a friend, they wanna do something else, and they're, we'll get back to motivation, but they don't see the reason, and then they can pop a statement into an LLM and get a pretty good serviceable essay in, seconds.

beyond that, how are you getting your students to not frankly offload their learning to AI?

Leon Smith: I think from the very first day, we talked about the idea of, some of the, th- community building. I oftentimes have the students do writing very early on, so I can really get an understanding of, their voice and, who they are.

And so those writing samples are helpful [00:22:00] because as you go out throughout the year, then you know when it's the student's voice. So I think that's important.

Jeremy Singer: So you have them do it in class, I assume?

Leon Smith: Correct. And that- Okay ... and I-- and, that would be early on. And then also a lot with the writing, we oftentimes will now have the students do that writing in class.

for example, if they're writing, a DBQ or if they're writing a long essay, I have them do that in class. I often have them turn their desks 'cause they all-- we are in a one-to-one school, so I can see their screens. Sure. I have them pull up a Google Doc, and they close out all the rest of their windows.

They have to share that Google Doc with me and make sure that I have editing privileges so I can see the revision history. But I also think it's important to make sure that you are giving students time, because you are correct. If it is the last minute, then the, it lends itself to that. But when you think about research, especially I think about this with, the AP African American Studies project, [00:23:00] there are benchmarks, and I think that when you are, asking them to do something that is comprehensive, I think it is important to break it up into sections and provide deadlines for those sections, and then be able to check in with them at those sections, because then you as the educator can determine if the student is struggling.

And if they are struggling or if they're not at the point where you expect them to be, then at that point you can then go back and follow up with them, so it's not like, "Hey, students, you have a research paper due in three weeks. See you later." Because, yes, when the students panic or they feel like they're not prepared, that's when you see them doing those types of things.

Jeremy Singer: Yeah. I think that makes sense. and even in that, it's still so challenging today. So I should say to listeners who aren't AP teachers, although there's a lot of them, a DBQ is a document-based question. It's, something used in advanced placement course where, a student will get multiple documents.

It may be pictures, articles, what have you, and they have to synthesize and make sense from them, and [00:24:00] it helps build critical thinking and other skills. But I- that, you did a perfect entree into the Advanced Placement. So now you're, you said earlier you're a teacher of year, you represent all teachers.

Now you're AP teacher, you represent about 200,000 AP teachers, so no pressure here on the next, set of questions. Let, me start for our listeners, tell what courses you actually teach today.

Leon Smith: Yes. So I teach AP US History, which people refer to as APUSH, and then I teach AP African American Studies, AP AFAM.

Jeremy Singer: And do you teach non-AP classes?

Leon Smith: I do. I do. So I also teach African American studies as an elective. I teach 20th century pop culture, but also in my career I've taught Western Civ, which is kinda like European history, and then also US history, just non, AP.

Jeremy Singer: That's great. I do wanna see the curriculum for the 20th-century pop culture.

That sounds awesome .

Leon Smith: It is

Jeremy Singer: a great course. how do I enroll in that class? All right. But for listeners, I, wanna just background. So as you said, [00:25:00] AP Push is, one of the most popular and longstanding AP courses, long history there. And then AP African American Studies was introduced much more recently.

From a teacher perspective, do you approach those courses differently in how you teach and how do you engage? And frankly, how do they vary from how you teach non-AP classes? I'm curious, how all that works.

Leon Smith: Yeah. I do. so I will say, at our school now, our AP US History class is offered to ninth graders, and I teach ninth graders for a whole year, and we have, block scheduling, so like 84-minute classes.

So- Wow ... I do approach that course a little bit differently because I teach ninth graders, and I realize that it's important to build their confidence and their skills as they go through. And for my AP African American Studies class, that class is a little bit different in the sense that I do have older students.

It's a semester. Some of them have taken AP before, but the great thing about it is I'm also able to [00:26:00] introduce AP to students that have never taken it before. And so I would say one of the key differences is, in just those two courses, is the required sources. There's a little bit more, source work where we, with the AP AfAm, there's a project at the end.

And also one of the things I really love about it is that it's interdisciplinary. So one of the things that it really does is it builds collaboration with my peers. As a social studies teacher, there are certain skill set that I bring to the table, but there's also photography, there's art, there's poetry, there's music.

And so one of the beautiful things about AP AfAm is that AP African American Studies is that any teacher, you could have a music teacher, you could have art teacher. So I think it's really strengthened my pedagogical skills because I've had to learn, hey, how do you analyze a poem? How do you analyze, a piece of art?

So I think those things are different. And then in terms of how it contrasts with a regular course that is not AP, [00:27:00] I would probably say in some of the analysis skills. We certainly teach that in other classes, but it is very important in both courses that students are able to analyze documents, they're able to synthesize, they're able to build their argumentation skills.

So I think that those are, much more heavily apparent in the AP courses.

Jeremy Singer: Yeah. Yeah, and I think that's one of the more popular when I talk to educators. At my kids' school in Maplewood, New Jersey, when they were in school, they took document-based question from AP, and they taught the concept in middle school.

And they actually- It's fun. They had AP students Come and teach middle school students how to, analyze multiple sources and- Oh, that's beautiful ... how the process works, which was pretty awesome.

Leon Smith: Yes.

Jeremy Singer: So is there a favorite unit or topic or assignment y- that you use? I'm curious.

Leon Smith: Yeah.

so for an AP US History, and it's also in AP African American Studies, I love [00:28:00] Reconstruction. It is just a, a time that I really believe shows such empowerment and, some people refer to it as the Second Founding because when you look at the 13th, 14th, and 15th Amendments, they weren't just for newly freed people.

They are for all Americans and have allowed the American dream to be open to so many more people. So I just thought that was just a beautiful time.

Jeremy Singer: Yeah.

Leon Smith: And then for a favorite assignment, I would probably say in my AP US History class, it's a Socratic seminar I do on the Brown versus the Board of Education case, and we listen to Malcolm Gladwell's Revisionist History.

Oh, that's great. And there's a pod- there's a podcast called Miss Buchanan's Period of Adjustment, and it basically talks about the, little-known effect of Brown versus Board of Education, where we saw 100,000 Black teachers and principals that were fired when schools were desegregated. And so one of the favorite terms that we use in my AP US History class [00:29:00] is nuance and complexity.

Jeremy Singer: Yeah.

Leon Smith: And the whole idea that, it's, history is not one or the other, and that when we look at the Brown case, we often focus on, yes, certainly parents are empowered. We overturn Plessy, but at the same time, we lose over 100,000 talented Black educators.

Jeremy Singer: Yeah, the nuance is important, and, that sounds great.

I- I'm sure there's a lot of listeners who wish they could be in your classroom today. Oh. So you're also a mentor to AP teachers, and, share with listeners what it's like to not just, practice your own craft, but help others, train teachers in the summer. what's advice you give 'em, and what would you tell a first-time AP listener who's gonna be an AP teacher for a first time?

Leon Smith: Yeah. I would say it is, a great experience. I think it really rejuvenates you. I remember when I first started teaching AP US history in, 2015, and I was so excited, and just the [00:30:00] rigor of the class really, s- makes you step your game up, but it's such a, a positive result you get with the type of discourse that occurs.

But I would just say as a teacher, realize, especially a new teacher to AP, realize that there are, there's a community of people that are there to support you. You not only have, the AP community that exists through College Board, there's Facebook groups, and then now College Board is also offering, sessions throughout the year where AP teachers can come together, collaborate, a- and really learn more about the course.

I will also say that there's a lot of support in terms of the course and exam description, so that's one of the things that I think is so helpful that College Board offers, where there's basically a, a description of the course that lays out what are the skills, what are the concepts. And when you go to the APSI, which is during the summer prior to you teaching a class-

Jeremy Singer: AP Summer Institute is what it stands for, but yeah

Leon Smith: Yes, no [00:31:00] question.

They really lay out for you, "Hey, here's the way that this course was constructed." They really break it down for you so that then you as the educator understand how it is that you can teach the students in ways that is gonna help them not only be successful on the test, but really be successful in unpacking this sophisticated information and make them passionate about it.

Because for me, that's what I really want. I really want my students to really become passionate about it. And when they learn in this way, when they get to be able to analyze and argumentation, I say to them, "Guys, I'm not looking for one specific answer. What I'm looking for is for you to demonstrate that you can develop a, an opinion, an argument, back it up with evidence."

And when they see that's what it's about, they gain so much confidence because they see that their voice matters

Jeremy Singer: Yeah. said. And one thing that's interesting for me when I, I've [00:32:00] now been in college for almost 14 years, but when I joined and I've sat in, so many AP focus group with teachers and so forth, and it's amazes me.

we try to provide resources and need, but AP teachers in general are, they rely on each other, and they're so creative in sources. So there's so much AP teachers provide to fellow AP teachers- Yes ... and, they put out there that is independent of what we do, which makes us super happy that they're such a dedicated group.

So I wanna now shift. I don't want this to be AP commercial, and I noticed when you were on the Kelly Clarkson Show, they awarded you an all-expense paid trip to, I think, the Caribbean. Yes. we aren't gonna do that. So, you can be honest- ... 'cause you're not, gonna lose anything by being honest.

But seriously, I wanna, I'm gonna rapid-fire some critiques of AP. Okay. And I think there's, with all critiques, there's probably some truth to some of this, but just, if, you were talking to someone with this critique, what you would say. So there's one critique [00:33:00] that, AP is really just for high-performing schools.

Yet my school puts a, students who aren't ready are set up to fail, and it ... Like, how do you respond to something like that, or how do you think about something like that?

Leon Smith: I will say that It is helpful when students prior to taking the class have been exposed to primary sources, they've had opportunities to write.

But I also think that it is something that all students can find success. I think the time has to be put in. I think it's important for teachers to make sure that the students feel a sense of confidence, and that's just gonna happen over time. That's what I've learned, is that in the beginning of the course, many of the students are apprehensive.

There's, they're, anxious. Yeah. But one of the things I say to them is like, "Guys, we can do this." And I really act as, their coach. And so just realizing that it's gonna take time and that they will get there, and it's beautiful for them to see that. But I [00:34:00] do think it's a course that all students can have, meet success, and I think it doesn't always have to be, "Hey, everybody has to get a five."

That's not what the goal is for me. I want my students to learn how to think critically, how to analyze, how to build these argumentation skills, because I think that is skills that's important for the real world.

Jeremy Singer: yeah, and we are working on how do we increase the absolute number of students who get a three, four, or five, so a passing grade essentially, on at least one AP exam.

And I do think your point about there's intentionality we see in some schools about courses prior to AP to provide some, and we even talked about like document-based questions and other approaches, practices that give you the tools that maybe you're, not crawling when you start an AP, but you're, walking or even running.

Another critique we hear a lot, and again, the AP's all about memorizing or regurgitating facts and that there's just too [00:35:00] much content, so it's just you have to march through it. It sounds like you do a lot of interesting modules and ways of approaching even the, talking about not specific about just the content.

How are you able to make time in that, and what would you advise other teachers on how to approach that?

Leon Smith: I will say you definitely have to be on, time and you, have to plan out your year. So I will say that. It's important to make sure that you know where you wanna be at certain points. But I will also say that one of the things that I like about AP US History is that we have concepts and we have learning objectives that basically allow the, the students to apply whatever content would work for that learning objective.

So it is not prescriptive. And what I say to my students is that, "Hey, you have an invisible knapsack that you walk in when you do your reading at night, when you, watch that podcast, whatever it may be. And when it comes time for that prompt to measure your understanding of that learning [00:36:00] objective, you don't have to have the same specific content- that the student next to you. As long as you can explain how that content connects to that learning objective, then you're in good shape." And so that is something that I really feel is very empowering because now you can have educators that may have a certain expertise or certain experiences, their students can benefit from that and still find success, and it doesn't have to be that they have to say the same thing as an educator in another municipality or another state.

Jeremy Singer: Yeah. It's great to hear you say that 'cause what we made a very intentional effort, Trevor Packer leads the AP program within College Board and his whole team, to ... We redesigned all the courses over the last dozen years, and specifically to that, where it was less of the breadth of knowledge and being able to regurgitate verse, giving some level of autonomy to the teacher and the students on what they focus on, and then being able to apply different [00:37:00] examples on the exam.

So not always easy, but it sounds like, you figured out how to navigate that, so thank you. All right. I always do with my guests a series of rapid-fire questions.

Leon Smith: All right.

Jeremy Singer: There's no right or wrong. Here we go. So one education buzzword you wish we could retire.

Leon Smith: All right. I've used it a lot, but I'm gonna say thriving.

Jeremy Singer: Okay. Okay. your favorite book about education or one that deeply shaped your thinking?

Leon Smith: I'm gonna say Culturally Responsive Teaching and the Brain by Zaretta Hammond.

Jeremy Singer: Yeah. Name one thing that makes you bullish about the future for learners.

Leon Smith: I would say really my experience with students, the look in their eyes when it, no matter what, they come into your classroom, and they're excited.

They wanna learn something, and so that's always gonna remain. They want to become better from leaving your classroom, and I've seen it. And to me, the beautiful aspect of, the where the year starts to where the year ends. By the time they [00:38:00] end, especially after taking the AP exam, they are like, "Mr.

Smith, I did it." It is such a powerful feeling.

Jeremy Singer: Love the journey. And then last one, one class that you wish all students had to take.

Leon Smith: African American studies.

Jeremy Singer: There you go. listen, Leon, first of all, again, congrats on the recognition. You've done such a nice job of, as you said, representing a lot of great teachers in this country in a, a really truly noble profession- Thank you

that is one of the hardest professions out there. I told you my ... I was at this gym class, and he's gonna do this Kelly Clarkson at the end of the week and with this raffle for ... And I told him about you. I said, "I'm interviewing someone who's been on Kelly Clarkson." So he said, "Invite him to the class."

"I'll make room for him." I said, "Unfortunately, he lives outside of Philly." Yeah. And he, asked, he said, can't he hop a ride with LeBron on his helicopter back to New York?" Oh, wow. Look at that. So if you can pull that off, you're more than- You, have a free exercise class in Brooklyn, [00:39:00] Thank you

just letting you know.

Leon Smith: Thank you. That is too funny.

Jeremy Singer: But seriously, thank you so much, and I really appreciate your time. And, again, congratulations, and thanks for all the great work you do.

Leon Smith: Thank you for having me.

Let's stop guessing and let's figure out what works./

Thanks for tuning in today. Join the conversation by following the education equation wherever you listen to podcasts. [00:40:00]