Teaching_Statement_Reflective_Guide_checked

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Western Governors University *

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Philosophy

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Apr 3, 2024

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A Teaching Philosophy Statement 1  Is a narrative that includes your conception of teaching and learning, a description of how you teach, and justification for why you teach that way.  Demonstrates that you have been reflective and purposeful about your teaching.  Communicates your goals as an instructor and your corresponding actions in the classroom.  Provides an opportunity to point to and tie together the other sections of your job portfolio (other teaching docs, CV).  Provides a window into your class. General formatting and other suggestions 2  There is no required content or set format  It is generally 1–2 pages, single spaced in length (2 page limit unless specified)  Use present tense, in most cases  Avoid technical terms  Include teaching strategies and methods to help people “see” you in the classroom  Make it memorable and unique  “Own” your philosophy (i.e., “I use X pedagogy to reach Y goal in my courses” instead of “The use of X pedagogy is the only way to reach Y goal.”) Make it memorable 3  Begin with the ending. Articulate the precise skills students will gain in your courses and the reasons those skills are important in the discipline.  Make distinctions. You will likely find yourself teaching two kinds of courses (those aimed at majors that draw upon your research and those that fulfill core requirements for graduation that your department must offer). Discuss how your objectives and approaches vary in these two types of courses. Or how they will vary depending on the students you will teach.  Be specific. Describe your teaching objectives and then tell a story or two about how your objectives play out in the classroom. The story may focus on an enlightening moment, or a moment of failure that led you to develop new teaching methods. Or focus in detail about a creative strategy you use in the classroom.  Cite your sources. Whatever the source (your own experience as an undergrad, a mentor, a book or article) it reflects well on you to explain how and why you developed your teaching principles. What to do if you have not had a lot of classroom experience 4  Even if you have not had the opportunity to create the syllabus, you should draw upon your experiences as teaching assistant (e.g., how do you communicate expectations, what teaching methods do you employ in labs/discussions/office hours and why, how do you assess student learning through grading/reflections/providing feedback)  Think of other transferable experiences like tutoring, coaching, or mentoring that illustrate what you would be like as a teacher. What will you do in the class? Why? What 1 Compiled and adapted from referenced resources by Kaila Colyott for use in Spring 2021 Academic Job Search Workshop Series hosted by KU CTE

experiences do you have to draw from to demonstrate these skills? Never say you lack teaching experience.  If you have time, seek out teaching-related opportunities , such as giving guest lectures or mentoring junior colleagues.  If you really have no teaching experience (and even if you do), imagine and describe what you will be like as a teacher , propose courses that you could teach, and provide concrete techniques that you will employ in the classroom. Use your experiences as a learner to create an image of who you want to be as an instructor, and rely on scholarship about learning and disciple-based education research in your field. Rubric 5 On the next page, you will find a rubric that you can use for composing and evaluating your teaching statement. The rubric is based on data collected from a survey of 457 search committee chairs across many disciplines. Use the rubric to guide you in your writing and to assess your statement during the drafting stage. References: 1. Cornell University Graduate School. Teaching Philosophy Statement. https://gradschool.cornell.edu/career-and- professional-development/pathways-to-success/prepare-for-your-career/take-action/teaching-philosophy- statement/ 2. Michael V. Drake Institute for Teaching and Learning. Philosophy of Teaching Statement. https://drakeinstitute.osu.edu/instructor-support/teaching-portfolio-development/philosophy-teaching-statement 3. Lang, J.M. (2010, August 29). 4 Steps to a Memorable Teaching Philosophy. The Chronicle of Higher Education. www.chronicle.com/article/4-Steps-to-a-Memorable/124199 4. University of North Carolina at Chapel Hill Writing Center. Teaching Statements. https://writingcenter.unc.edu/tips-and-tools/teaching-statements/ 5. O’Neal, C., Meizlish, D., & Kaplan, M. (2007). Writing a statement of teaching philosophy for the academic job search. Ann Arbor: University of Michigan. http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no23_revised.pdf 2 Compiled and adapted from referenced resources by Kaila Colyott for use in Spring 2021 Academic Job Search Workshop Series hosted by KU CTE

Categories Excellent Needs Some Revision Unsatisfactory Goals for student learning: What knowledge, skills, and attitudes are important for student success in your discipline? What are you preparing students for? What are key challenges in the teaching-learning process? Goals are clearly articulated, specific, and go beyond knowledge level, including skills, attitudes, career goals, etc. Goals are sensitive to the context of the instructor’s discipline. They are concise, not exhaustive. Goals are articulated but may be too broad or not specific to the discipline. Goals focus on basic knowledge, ignoring skills acquisition and affective change. Articulation of goals is unfocused, incomplete, or missing. Enactment of goals (teaching methods): What teaching methods do you use? How do these methods contribute to your goals for students? Why are these methods appropriate for use in your discipline? Enactment of goals is specific and thoughtful. Includes details and rationale for teaching methods. The methods are clearly connected to specific goals and are appropriate for those goals. Specific examples of the methods in use within the disciplinary context are given. Description of teaching methods not clearly connected to goals, or if connected, not well developed (seems like a list of what is done in the classroom). Methods are described, but generically; no example of the instructor’s use of the methods within the discipline is communicated. Enactment of goals is not articulated. If there is an attempt at articulating teaching methods, it is basic and unreflective. Assessment of goals (measuring student learning): How do you know your goals for students are being met? What sorts of assessment tools do you use (e.g., tests, papers, portfolios, journals), and why? How do assessments contribute to student learning? How do assessments communicate disciplinary priorities? Specific examples of assessment tools are clearly described. Assessment tools are aligned with teaching goals and teaching methods. Assessments reinforce the priorities and context of the discipline both in content and type. Assessments are described, but not connected to goals and teaching methods. Description is too general, with no reference to the motivation behind the assessments. There is no clear connection between the assessments and the priorities of the discipline. Assessment of goals is not articulated or mentioned only in passing. Creating an inclusive learning environment, addressing one or more of the following questions: How do your own and your students’ identities (e.g., race, gender, class), backgrounds, experiences, and levels of privilege affect the classroom? How do you use multiple teaching approaches? How do you integrate diverse perspectives into your teaching? Portrays a coherent philosophy of inclusive education that is integrated throughout the statement. Makes space for diverse ways of knowing and/or teaching approaches. Discussion of roles is sensitive to historically underrepresented students. Demonstrates awareness of issues of equity within the discipline. Inclusive teaching is addressed but in a cursory manner or in a way that isolates it from the rest of the philosophy. Author briefly connects identity issues to aspects of his/her teaching. Issues of inclusion are not addressed or addressed in an awkward manner. There is no connection to teaching practices. Structure, rhetoric and language: How is the reader engaged? Is the language used appropriate to the discipline? How is the statement thematically structured? The statement has a guiding structure and/or theme that engages the reader and organizes the goals, methods, and assessments articulated in the statement. Jargon is avoided and teaching terms (e.g., critical thinking) are given specific definitions that apply to the instructor’s disciplinary context. Grammar and spelling are correct. The statement has a structure and/or theme that is not connected to the ideas actually discussed in the statement, or, organizing structure is weak and does not resonate within the disciplinary context. The statement contains some jargon. No overall structure present. Statement is a collection of disconnected statements about teaching. Jargon is used liberally and not supported by specific definitions or examples. Needs much revision. 3 Compiled and adapted from referenced resources by Kaila Colyott for use in Spring 2021 Academic Job Search Workshop Series hosted by KU CTE

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