Crafting a Statement of Teaching Philosophy Dr. Jennifer Clary-Lemon Rhetoric, Writing, and Communications

What is a Statement of Teaching Philosophy (or Teaching Statement)? a way to document and frame your teaching practices a central part of a teaching portfolio (teaching dossier)

Secrets?

What is a Statement of Teaching Philosophy (or Teaching Statement)? allows you to reflect on and articulate your beliefs and practices as a teacher identifies sophisticated goals for teaching and describes varied methods for meeting teaching goals considers the relationship between teaching content (disciplinary knowledge) and teaching skills (i.e., “critical thinking”) demonstrates an understanding of student learning helps provide a focus for your teaching may provide an outlet for professional dialogue, growth, and development

A Strong Statement identifies goals for student learning  What knowledge, skills, and attitudes are important for student success in your discipline? describes teaching methods that enact and meet learning goals for students  What teaching methods do you use? Why are these methods appropriate for your discipline? describes measurement of student learning (how assessments meet learning goals)  How do you know your goals for students are being met? What sorts of assessment tools do you use and why? considers needs of a diverse student body  How do your own and your students’ identities, backgrounds, experiences, and levels of privilege affect the classroom? How do you take into account diverse learning styles? is well written in terms of structure, rhetoric, and language

The details/getting started/revising what you’ve got: Lang (2010) suggests: Beginning with the end  In what ways are students changed by my classes at the end of term? Making Distinctions  How are your teaching objectives different in service courses? Upper-division courses? Being Specific  Offer detailed descriptions of teaching strategies Citing your Sources  Explain how and why you think the way you do about teaching (scholars, mentors, your own experience at school?)

“I’m a fabulous teacher, but haven’t given it much thought otherwise” Scholarly books and articles Teaching Perspectives Inventory  Questions about teaching beliefs, intentions and actions Teaching Goals Inventory  Identifies teaching goals you feel are important The things you learn

How to Connect Teaching Goals with Methods and Philosophy Organizational Matrix (Dawson-Munoz, 1994)  Teaching claim  Narrative example  Theoretical support (if warranted)  Supporting data in dossier (for tenure/promotion. Connects philosophy to items in your portfolio, such as assignments, in-class activities, student comments)

Pair up and share  One teaching claim (useful to frame as a student learning goal); i.e. “I am attentive to diverse learning styles”  One narrative example (think about the ways in which you can prove the claim); i.e. “I vary class formats to honour visual, textual, tactile learners by doing XXXX”

Workshop Teaching Statements Read the Statement of Teaching Philosophy (number assigned) Discuss with your group members your evaluation of the statement, based on the rubric:  Goals  Enactment of goals  Assessment of goals  An inclusive learning environment

To take: Packet of 5 multidisciplinary statements Rubric for composing and evaluating a statement of teaching philosophy Organizational Matrix References (Writing the Statement, Sources on Pedagogy) Contact?