1. Writing a Teaching Philosophy Statement
1/22/2009
Writing a Teaching Philosophy Statement
Beth Fisher, Ph.D., Assistant Director, The Teaching Center
The Teaching Center, Washington University
11/26/2018

2. Writing a Teaching Philosophy Statement
Definition and Purpose
Know Your Audience
Questions to Answer
Strategies for Getting Started
Style Guidelines
Using Feedback to Improve
The Teaching Center, Washington University
11/26/2018

3. The Teaching Philosophy Statement
A 1-2 page statement answering
What do you teach?
How do you teach?
Why do you teach?
How do you measure your effectiveness?
The Teaching Center, Washington University
11/26/2018

4. The Teaching Philosophy Statement
A work-in-progress
Both forward- and backward-looking
SELECTIVE, rather than comprehensive
The Teaching Center, Washington University
11/26/2018

5. The Teaching Philosophy Statement
A brief, concise, and specific description of the ideas, objectives, and approaches that inform your teaching
NOT a rehashing of your CV or a narrative account of the history of your teaching experience
NOT an article on pedagogy
The Teaching Center, Washington University
11/26/2018

6. Why Write a Teaching Philosophy?
To develop, clarify, and reflect on your teaching ideas and approaches
To help you prepare for the academic job search
The Teaching Center, Washington University
11/26/2018

7. Timing
1/22/2009
Write a first draft during your first year of graduate school or your first year of teaching
REVISE it for the job market
The Teaching Center, Washington University
11/26/2018

8. Know Your Audience
What are the most important teaching issues and challenges in your field?
Discuss with faculty and peers
Read articles on teaching
Attend seminars and panel discussions at conferences
Reflect on your experience as both an instructor and a student
The Teaching Center, Washington University
11/26/2018

9. Know Your Audience
Why does a search committee ask for a teaching philosophy statement? What do they want to know?
Would this candidate be a good “fit”?
If I were to step into a classroom and observe this candidate teaching, what would I see?
How does this candidate respond to the most common challenges of teaching?
The Teaching Center, Washington University
11/26/2018

10. Why do you teach?
What can you accomplish in teaching that you can’t accomplish in research or other activities?
What draws you to teaching, rather than to other fields?
The Teaching Center, Washington University
11/26/2018

11. What do you teach? Courses Topics Goals for student learning
What should your students learn?
Identify knowledge and skills that they should remember and use 5-10 years
The Teaching Center, Washington University
11/26/2018

12. How do you teach? (Link Methods to Goals)
Lectures, discussions, small-group work
Active-learning activities
Questioning strategies
Types of assignments
The Teaching Center, Washington University
11/26/2018

13. How do you measure your effectiveness?
How do you know when you are meeting your goals?
How can you tell if your students are learning what they need to learn?
When do you seek out feedback and how do you respond?
The Teaching Center, Washington University
11/26/2018

14. Aim for Integration Goals Evaluation of Teaching Methods
Assessment of Learning
Evaluation of Teaching
The Teaching Center, Washington University
11/26/2018

15. Strategies for Getting Started
Write a letter explaining why you want to teach
List the qualities of an effective teacher
Write about a memorable experience in the classroom
Develop your “dream course”
The Teaching Center, Washington University
11/26/2018

16. Strategies for Getting Started
Begin by answering a single question, such as
What are the teaching methods that you favor?
Why?
What are the specific skills and knowledge that students should gain in the classroom?
How would an observer describe your teaching?
How would your research interests influence your approach to teaching an introductory course?
The Teaching Center, Washington University
11/26/2018

17. Use Feedback to Improve
Show your statement to faculty members and peers whose opinion you trust
Ask for honest feedback
How would a search committee view this statement?
Where can I be more clear?
The Teaching Center, Washington University
11/26/2018

18. Style Guidelines Limit statement to 1-2 pages, single-spaced
Use the first-person pronoun
Use the present tense whenever possible
Avoid technical jargon
Avoid clichés and empty phrases (e.g., “student-centered teaching”)
Use specific language and examples
The Teaching Center, Washington University
11/26/2018

19. Consider Creating a Teaching Portfolio
Teaching Philosophy Statement
Sample Syllabi
Sample Assignments and Assessments
Evidence of Teaching Effectiveness
Evidence of Professional Development
The Teaching Center, Washington University
11/26/2018

20. Key Concepts Know your audience
Take the time to write and revise an effective statement
Aim for specific, concise language
Ask for and use feedback to improve
The process is the point
The Teaching Center, Washington University
11/26/2018

21. Sample Teaching Philosophies
For an online selection of graduate students’ Teaching Philosophy Statements, see
osophy/index.html#07
Caveat: These statements are NOT ideal or perfect; nor do I intend to suggest that they are models to emulate.
The Teaching Center, Washington University
11/26/2018

22. For Additional Ideas and Assistance
1/22/2009
For Additional Ideas and Assistance
Visit The Teaching Center Web site:
Schedule a teaching consultation: Beth Fisher, Ph.D.
Assistant Director
Eads Hall, Rm. 113
The Teaching Center, Washington University
11/26/2018