Overview:
Ryan Donovan is an innovative AP U.S. History teacher who transforms learning by making history relevant and interactive, emphasizing civic engagement, mastery-based grading, and real-world connections to inspire students to become curious, lifelong learners and active participants in democracy.
Some teachers assign history. Others bring it to life.
For Ryan Donovan, an AP U.S. History teacher at Boulder Creek High School, the goal isn’t simply to help students memorize dates and events—it’s to help them see themselves as active participants in democracy and lifelong learners of the world around them.
That philosophy has helped Donovan become one of the educators recognized in this year’s Top 50 Educators, and it’s easy to see why. In his classroom, history isn’t dusty or distant—it’s alive, relevant, and often connected directly to the world students are living in today.
A Spark That Started in High School
Like many great educators, Donovan’s story began with great teachers.
Two of his own high school social studies teachers transformed the way he thought about learning. Instead of presenting history as a series of facts to memorize, they painted a vivid and complex picture of America’s past—its triumphs, struggles, contradictions, and possibilities.
That experience ignited a curiosity that still drives Donovan today.
“Learning about the celebrations and failures of our country gave me an appreciation for learning for the sake of learning, not just learning for a grade,” he explains.
That mindset has shaped his entire career. Whether participating in national conferences like International Society for Technology in Education or deepening his historical expertise through institutes hosted by the Gilder Lehrman Institute of American History, Donovan constantly brings new strategies and perspectives back to his students.
The goal? A classroom where curiosity is contagious.
The Letter That Changed Everything
Every educator has a moment that reminds them why they chose this profession. For Donovan, it arrived in the most ordinary place: his school mailbox.
One afternoon in 2021, he opened a letter from Northern Arizona University. Inside was a certificate naming him a “Legendary Teacher.”
The recognition came from a former student named Liv, who nominated Donovan as part of the university’s Legendary Teacher Day program. In her letter, she described how his class made her excited to learn each day and how he inspired her to pursue a career teaching history.
For Donovan, that moment still serves as daily motivation.
“Teaching isn’t always easy,” he says. “But moments like that remind me that what we do truly matters.”
And when you teach nearly 170 students every year, those moments can ripple far beyond the classroom.
Turning Civics Into Real Life
One of Donovan’s favorite teaching strategies is simple: bring the real world into the classroom.
Instead of limiting civics education to textbooks, he regularly invites guest speakers and community organizations to connect students with the realities of public life and civic engagement.
One memorable visitor was Mickey Ibarra, former Director of Intergovernmental Affairs during the Clinton administration. Ibarra shared stories about working in the White House and discussed the importance of advocacy and leadership—an experience that resonated deeply with Donovan’s students.
The next day, several students excitedly told Donovan they had gone home and ordered Ibarra’s book.
Moments like that prove the power of authentic learning experiences.
Donovan has also partnered with the League of Women Voters to organize voter education and registration efforts for students. These initiatives help young people see themselves not just as students—but as future voters and community leaders.
As Donovan puts it, “Telling students to vote is one thing. Helping them see themselves as part of our democratic system is another.”
Rethinking Grades—and Learning
Donovan’s innovative thinking doesn’t stop with civic engagement. Inside his classroom, he has also reimagined how learning—and grading—should work.
Earlier in his career, he admits he followed traditional grading practices: strict deadlines, penalties for late work, and limited opportunities for reassessment.
But after collaborating with colleagues through Professional Learning Communities, he began asking deeper questions:
- What do students actually need to learn?
- How do we know when they’ve mastered it?
- What happens when they don’t get it the first time?
Those questions led Donovan to adopt a mastery-focused approach to learning. Students can revise essays, retake assessments, and continue working until they demonstrate true understanding.
For him, grades should represent mastery—not punishment.
As Social Studies Department Chair, Donovan has helped guide colleagues through these changes as well, demonstrating that meaningful change often begins with thoughtful conversations and leading by example.
A Voice Beyond the Classroom
Donovan’s impact extends far beyond his students.
After being named a finalist for the 2025 Arizona Teacher of the Year, he began working with statewide initiatives focused on improving education. Through organizations like the Arizona K12 Center and the Arizona Institute for Education and the Economy, Donovan collaborates with educators, policymakers, and community leaders to reimagine the future of high school education.
Their work focuses on preparing students for multiple post-graduation pathways—employment, college enrollment, military service, or entrepreneurship—while emphasizing critical skills like adaptability, ethical decision-making, and digital literacy.
It’s a vision of education built not on memorization, but on real-world readiness.
A Legacy of Lifelong Learning
When Donovan thinks about the future, his goals are surprisingly simple.
He wants students to love learning.
Whether it’s recommending books about Abraham Lincoln after a Civil War unit or watching students dive deeper into history simply because they’re curious, those moments are what define success in his classroom.
“If students get excited about learning just for the sake of learning,” he says, “that’s when you know something special is happening.”
For the students walking into Ryan Donovan’s classroom each year, history isn’t just about the past.
It’s about curiosity, citizenship, and discovering that learning never truly ends.
