Rubric: Teaching Philosophy
Writing a Teaching Philosophy (or Teaching Statement) can be a challenging task and we aim to partner with you in crafting one that highlights the distinct aspects of your pedagogy and conveys a high level of quality. With this in mind, here is a rubric that we will use to guide the feedback we share with you. We look forward to supporting you!
Evaluation Categories
- Excellent (E)
- Satisfactory (S)
- Improvement (I)
| Criteria | Description | Score |
|---|---|---|
| Introduction | Describe the general goals or aspirations you have as a teacher (e.g., critical thinking); also consider the role of mentors or significant experiences that influenced your approach towards teaching | E,S,I |
| Teaching Methods | Identifies the central beliefs, theories or methods that distinguish teaching practice. Includes specific examples of teaching methods and/or “success stories” from your teaching experience. | E,S,I |
| Assessment Approaches | Explains approach to assessing teaching effectiveness by considering questions such as, “How do you know your goals for student learning are being met?” Identifies the assessment tools used (e.g., tests, papers, portfolios, journals) and how they support student learning. Includes specific examples of assessment approach and/or “success stories” from your teaching experience. | E,S,I |
| Welcoming Environment | Identifies and describes methods for creating an environment where all students feel welcomed & valued (e.g., incorporating materials that present diverse perspectives; providing opportunities for students to connect course material to their goals or interests) | E,S,I |
| Future Vision | Conclude by discussing your plan for continuing your professional development growth & improvement in teaching | E,S,I |
| Organization & Layout | Document demonstrates effective and clear organization (introduction, body with clear points, conclusion). Applies headings to distinguish key sections; also uses “Style” tool (e.g., Microsoft Word) to ensure accessibility and promote consistency. | E,S,I |
| Grammar & Mechanics | Avoids passive language; contains no grammatical or spelling errors; uses parallelism in lists. | E,S,I |