TEACHING PORTFOLIO DESIGN 1 THE PHILOSOPHY STATEMENT Carrie

TEACHING PORTFOLIO DESIGN 1: THE PHILOSOPHY STATEMENT Carrie Rodak Graduate Associate, Kaneb Center

INTRODUCTIONS Name Department & Year One thing you like about teaching

WORKSHOP GOALS Workshop participants will be able to § Describe the purpose of teaching portfolios § Identify the main components of a teaching portfolio § Articulate components of their personal teaching philosophy § Write a draft of their teaching philosophy

WHAT IS A TEACHING PORTFOLIO? A teaching portfolio documents your teaching expertise by outlining: § Ideas / objectives that inform your teaching § Courses you teach or are prepared to teach § Methods you use § Your effectiveness as a teacher § How you assess and improve your teaching

WHY CREATE A TEACHING PORTFOLIO? Preparing a teaching portfolio will help with: § Academic job applications § Reflection and refinement of your teaching skills and philosophy § Future promotions

MAIN COMPONENTS There are two main components of a teaching portfolio. 1. Teaching philosophy statement 2. Evidence to support claims made in the teaching philosophy statement

TEACHING PHILOSOPHY STATEMENT A teaching philosophy statement is a concise statement primarily about: 1. why you teach 2. your assumptions regarding teaching and learning

TEACHING PHILOSOPHY STATEMENT - PURPOSE Introduce yourself as teacher Set the stage for your teaching portfolio Consciously articulate a framework for your teaching Take time for reflection and selfexamination Identify ways you can grow and improve Provide a writing sample

TEACHING PHILOSOPHY EXAMPLE What are the main topics covered in the teaching philosophy?

TEACHING PHILOSOPHY STATEMENT - CONTENT A teaching philosophy statement is a concise statement about (for example): your objectives as a teacher the methods you use to reach those objectives how you will measure your success in attaining those objectives why is teaching important to you courses you are willing/qualified to teach goals for your career

TEACHING PHILOSOPHY STATEMENT The philosophy statement is about you, not the abstract topic of teaching Student-centered statements are encouraged; teaching is ultimately about student learning

TEACHING PHILOSOPHY STATEMENT EXERCISE #1: OBJECTIVES / GOALS Part 1 a: Why do you want to teach in your discipline? Part 1 b: What do you see as your role in the classroom? Part 2 a: When you go into an undergraduate classroom to teach, what are your goals? Part 3 b: What are the goals of undergraduate education in your discipline?

TEACHING PHILOSOPHY STATEMENT EXERCISE #2: PRIORITIES Based on the goals listed in Exercise #1 and any additional goals from the handout choose and rank your top 10 -20 priorities for: Part 1: An introductory course Part 2: An advanced course Do the lists differ? How would you reach/evaluate these goals?

TEACHING PHILOSOPHY STATEMENT EXERCISE #3: COURSES Choose an introductory course in your discipline you’d like to teach Write a paragraph about your course goals (See Exercise #2) starting with: § “My favorite lower-level course to teach is…” § “The lower level course I most look forward to teaching is…” Read your paragraph, if appropriate rewrite using student-centered rather than teacher -centered statements

TEACHING PHILOSOPHY STATEMENT EXERCISE #4: GREAT TEACHING Part 1: Choose an excellent teacher in your discipline. Describe to a peer what made that teacher excellent. Part 2 a: Make a list of characteristics you think of as good undergraduate-level teaching. Part 2 b: Identify the characteristics you want to adopt as your own

TEACHING PHILOSOPHY STATEMENT EXERCISE #5: SYNTHESIS Write a synthesis of the above exercises, expressing your interest in and enthusiasm for teaching at the college level. Be sure to discuss your goals and include “students” as the focus of your teaching.

TEACHING PHILOSOPHY STATEMENT EXERCISE #6: THE DRAFT Some advice: Include anecdotes Be honest Limit the jargon Emphasize learning Describe a strategy you want to explore Remember your audience See handouts with teaching metaphors and quotations if interested

RESOURCES This presentation is a compilation of the resources found from: C. Clark. Beginning a statement of teaching philosophy. The Kaneb Center for Teaching and Learning, University of Notre Dame. Online workshop resources for ND faculty and students. L. Haugen (1998) Writing a Teaching Philosophy Statement. Center for Teaching Excellence, Iowa State University. *H. Grundman (2006) Writing a Teaching Philosophy Statement. Notices of the AMS, 1329 -1333. B. Fisher. Writing a Teaching Philosophy Statement The teaching Center, Washington University in St. Louis. Accessed Nov. 5 2012. http: //teachingcenter. wustl. edu/writing-teaching-philosophystatement Teaching portfolios. Center for Teaching Vanderbilt University. Accessed Nov. 5 2012. http: //cft. vanderbilt. edu/teachingguides/reflecting/teaching-portfolios/ *Baseline reference for exercises

THANK YOU! SCHEDULE A CONSULTATION WITH THE KANEB CENTER FOR TEACHING AND LEARNING! KANEB@ND. EDU OR 631 -9146