Do you have a Teaching Philosophy?
How do you teach?
What underlies your course development, assessments, learning activities, communication style?

On writing teaching statements, from Vanderbilt Center for Teaching.

Teaching Strategies: The Teaching Philosophy/Teaching Statement, from the University of Michigan.

Writing a Philosophy of Teaching Statement, from Ohio State University.

Teaching philosophy rubric (abridged, .pdf) from Schreyer Institute for Teaching Excellence at Penn State.

Teaching philosophy rubric (expanded, .pdf) from Schreyer Institute for Teaching Excellence at Penn State.

Assessing Your Teaching
Carnegie Mellon offers this information on how to assess your teaching.

Documenting Your Teaching Effectiveness
Carnegie Mellon offers these strategies for developing a teaching portfolio:

  • Instructional or assessment materials developed (e.g., syllabi, educational software)
  • Developing new courses or revamping old ones (self-report, syllabi)
  • Developing course portfolios to facilitate the task of future instructors teaching the course
  • Evidence of effectiveness of help given to colleagues or graduate students on teaching improvement, informally or through Metropolitan State Center for Faculty Development or other center events, such as the annual conference or workshop
  • Serving on educational or curriculum development/revision committees
  • Organizing, participating in, or leading teaching development opportunities [new faculty orientations, seminars in instruction, or Talking about Teaching events (self-report, letters from participants)]
  • Informal help given to colleagues on teaching improvement (self-report of time and task involved, colleague letters)
  • Setting up internship program or opportunity for students (self-report or program documentation)

In Your Discipline or Teaching in General

  • Awards from external institutions or at Metropolitan State
  • Invitations to teach for outside agencies
  • Instructional or assessment materials (e.g., textbooks and instructor's manuals)
  • Publications on teaching [research articles, op-ed columns (published articles, internal reports for work not yet accepted for publication, or invitations to contribute for work not done yet)]
  • Other kinds of invitations based on one's reputation as a teacher (e.g., a magazine or radio interview)
  • Records of adoption of own textbook by other people
  • Editing or contributing to a professional journal on teaching one's subject
  • Evidence of success of internship (number of applicants, student evaluation of satisfaction, future course selection if tracked)