Dr. Julie SieversDirector, Center for Teaching Excellence
1. To understand . . . the content and form of a teaching philosophy statement its use and potential value strategies for developing and revising yours2. To pre-write or draft portions of your statement
Can include any or all of the following: Your subject areas – and why Your student learning objectives – and why Assignments and activities – and why Your students’ characteristics– and how you reach them
Your role in facilitating the learning process – and why How you think students learn best – and why How you translate these ideas into action H0w you contribute to university’s mission Your personal growth plan – and why and plenty of good, specific examples for all of the above
For YOU: Gain clarity of purpose in course design and interactions w/ students Achieve simpler, briefer class prep Engage in ongoing self-assessment Acquire a road map for personal development
For STUDENTS Understand learning objectives more clearly See purpose behind class activities Gain meta-cognitive skills . . .ultimately, LEARN MORE
For EVALUATORS In annual evaluations In tenure & promotion evaluations In teaching awards process
Evaluators can . . . Gain a more personal, vivid sense of your teaching personality Connect the dots: see why you teach the way you do Learn context for other data: student evaluations, peer evaluations, school letters Understand how you are proactive about developing
1. Philosophy statement clarifies how you achieve and develop teaching effectiveness--SEU Faculty Manual on evaluation of “Teaching Effectiveness” (pgs 19, 29)2. Self-evaluations draw from philosophy.
Promotion to Assistant Professor requires that you: “have received evaluations demonstrating growth in each of the three areas of faculty performance since appointment to the St. Edward’s faculty [. . .] Clearly demonstrate potential for continued growth in teaching and professional development.” (pg 36)
Committees deciding promotion to Associate, full Professor, and tenure often emphasize category “D” in teaching area:“Ongoing self-assessment and development”
Cornerstone of a teaching portfolio Tells reviewers how to read everything else: Syllabi Assignments and activities Grade distributions Student evaluations Mistakes, learning curves Makes your teaching personality public to people who have never seen you teach.
Exercise #1: Describe the learning objectives for one of your courses. Explain your rationale.
Exercise #2 Describe student performances (assignments and activities) Explain how these contribute to learning process
Exercise #3 Provide 1 example about you Provide 1 example about students