Teaching Philosophy Statements
A teaching philosophy statement is a reflective document that clearly and logically communicates an instructor’s fundamental values and beliefs about teaching and learning and outlines how these beliefs are demonstrated through their teaching practice. Teaching philosophy statements usually consist of four key components related to teaching:
- beliefs (what beliefs about teaching do you hold and why?)
- strategies (what teaching practices do you employ?)
- impact (what effect does your teaching have on learners, yourself or your colleagues?)
- future goals (how will you improve your teaching?)
(Kenny, Berenson, Jeffs, Nowell, & Grant, 2018, Teaching Philosophies and Teaching Dossiers Guide)
As a reflective scholarly document, teaching philosophy statements are usually written in the first person and incorporate scholarly evidence to support pedagogical claims about the effectiveness of teaching practices on student learning.
The Office of Teaching and Learning offers workshops, consultations and resources to guide faculty and instructors through the process of writing a teaching philosophy statement.
A teaching dossier (also known as a teaching portfolio) is a critically-reflective narrative summary of an instructor’s teaching accomplishments and effectiveness. Teaching dossiers summarize teaching practices, responsibilities, accomplishments and evidence of effectiveness. A strong teaching dossier typically contains a teaching philosophy statement and several artifacts used as evidence of teaching accomplishments. Artifacts in a teaching dossier can include: student feedback, samples of lesson plans and course outlines, descriptions of scholarship of teaching and learning research and evidence of professional learning and development activities related to teaching.
The Office of Teaching and Learning offers workshops, consultations and resources to guide faculty and instructors through the process of writing a teaching dossier.