Teaching Statement

Why should I write a teaching statement?

A statement of teaching philosophy is important to search committees and is often a required component of faculty applications. A teaching philosophy statement may also be used for applying for a teaching award or included in a dossier for tenure. Writing a teaching philosophy statement stimulates reflection, which improves your teaching by providing focus for your instructional strategies. Importantly, this can help you articulate, prioritize, and synthesize your ideas about teaching and learning for job talks.

What should I include in my teaching statement?

A statement of teaching philosophy will ideally address multiple facets of teaching, such as desired learning outcomes, instructional techniques, classroom climate, and assessment methods. It is customary to write the statement in first person, but depending on your audience, there may be room for creativity, including the use of metaphor to describe your teaching. Given the brief amount of time a search committee may have to look at your application, the statement should be a maximum of two-pages in length (single-spaced) and include an introductory paragraph, topic sentences that capture the main point of each paragraph, and a conclusion that ties the distinct facets of your philosophy together as a whole. Unless your statement is written explicitly for specialists, avoid technical terms. Refrain from using buzzwords, jargon, or vague statements like “I am passionate about students’ learning”; these “read as though they cold have been written by any teacher.”

To aid you in writing your teaching philosophy , below we provide brief descriptions of six different teaching and learning topics to consider addressing in your statement. It is not a strict requirement that the statement address all of these topics or be limited to them, but your statement should reflect the relative importance of these issues to your teaching.

1. The knowledge, skills, or attitudes you seek to foster in your students.
Describe whether your learning outcomes are oriented toward content, thinking processes (e.g., the scientific method, problem-solving), communication skills, emotional or social skills, or other knowledge, skills, or attitudes. Learn More about creating student learning outcomes.

2. Why is teaching important to you?
Explain the intrinsic value of teaching for you and your views on the importance of the specific knowledge, skills, or attitudes you seek to foster in your students. To effectively demonstrate your enthusiasm for your discipline, consider describing your own pathway from learner to teacher.

3. The teaching strategies you use to promote student learning.
An imbalance between philosophy and methodology is a common pitfall identified in teaching statements. Generate a list of the learning outcomes you expect for your students. Describe the instructional method(s) you employ to help students achieve each outcome, and explain the role of each technique in helping students achieve the desired outcome (e.g., In what way do your experimental lab activities help students develop problem-solving skills?).

4. The learning environment you seek to create in your classroom.
This includes your expectations for the teacher-student relationship as well as student-student interactions; how you create a safe, comfortable environment for students; and what actions you take to create connections between students. It might also be appropriate to discuss how you ensure active participation from diverse students.

5. Determining whether students have achieved desired outcomes.
Another common pitfall identified in teaching statements is a lack of objective evidence of student learning and teaching effectiveness. Describe the types of assessments you use (e.g., minute papers, multiple choice tests, papers, etc.) and why you use these assessment methods. Ideally, your statement will illustrate how you enable students to demonstrate their knowledge in diverse ways, and how you use assessment to contribute to learning as well as improve your teaching.

6. The role of teaching in the context of career or lifelong goals.
Here, you may describe the role teaching plays in your professional growth and development, and how you want to grow as a teacher.

For further suggestions on writing your teaching philosophy statement refer to one of these helpful resources:

“Writing a statement of teaching philosophy for the academic job search”
“Writing your teaching philosophy”
Sample teaching philosophy statements
“Rubric for Statements of Teaching Philosophy”

References:
(1) Landrum, R.E. & Clump, M.A. (2004). Departmental search committees and the evaluation of faculty applicants. Teaching of Psychology, 31(1), 12-17.

(2) Chism, N.V.N. (1998). Developing a philosophy of teaching statement. Essays on Teaching Excellence 9 (3), 1-2. Professional and Organizational Development Network in Higher Education.

(3) Weimer, M. (2011). Writing better teaching philosophy statements. The Teaching Professor, 25(10), 6.

(4)
Axelrod, R.B., & Cooper, C.R. (1993). Reading critically, writing well: A reader and guide (3rd ed.). New York: St. Martin’s.

(5) Goodyear, G.E. & Allchin, D. (1998). Statement of teaching philosophy. To Improve the Academy 17, 103-22. Stillwater, OK: New Forums Press.

(6) Kaplan, M., O’Neal, C., Meizlish, D., Carillo, R. & Kardia, D.  (n.d.). Rubric for Statements of Teaching Philosophy. Retrieved from http://www.crlt.umich.edu/gsis/onedayPFF2005/TeachingPhilosophyRubric.pdf

(7) Schönwetter, D.J., Sokal, L, Friesen, M, & Taylor, K.L. (2002). Teaching philosophies reconsidered: A conceptual model for the development and evaluation of teaching philosophy statements. International Journal of Academic Development, 7, 83-97.

(8)
Kearns, K. D. and Sullivan, C. S. (2011). Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy. Advances in Physiology Education, 35(1), 136-145.