What are the best practices for mentoring a teacher to develop their own teaching philosophy?

1 Define the purpose

The first step in mentoring a teacher to develop their own teaching philosophy is to define the purpose and audience of the statement. A teaching philosophy can have different purposes depending on the context, such as applying for a job, seeking promotion, or participating in a peer review. A mentor should help the teacher to identify the main goals and expectations of the statement, as well as the intended audience and format. For example, a teaching philosophy for a job application might emphasize the teacher's qualifications, achievements, and fit with the institution, while a teaching philosophy for a peer review might focus on the teacher's strengths, challenges, and areas for improvement.

3 Analyze the context

The third step in mentoring a teacher to develop their own teaching philosophy is to analyze the context and environment in which they teach and learn. A mentor should help the teacher to consider how their teaching philosophy is influenced by factors such as: The subject matter, level, and curriculum of their courses. The characteristics, needs, and diversity of their students. The culture, mission, and values of their institution. The expectations and standards of their discipline and profession. The resources, opportunities, and constraints of their teaching situation. A mentor should help the teacher to explain how they adapt their teaching philosophy to different contexts and situations, and how they address any challenges or dilemmas that arise.

4 Review the feedback

The fourth step in mentoring a teacher to develop their own teaching philosophy is to review the feedback and evidence that they have received from various sources about their teaching and learning practices. A mentor should help the teacher to collect and analyze feedback from sources such as: Student evaluations, testimonials, and achievements. Peer observations, reviews, and collaborations. Self-assessments, reflections, and portfolios. Awards, recognitions, and publications. A mentor should help the teacher to identify the strengths and weaknesses of their teaching philosophy, as well as the gaps and inconsistencies between their beliefs and actions. A mentor should also help the teacher to use the feedback to improve their teaching philosophy and practices.

5 Write the statement

The fifth step in mentoring a teacher to develop their own teaching philosophy is to write the statement in a clear, concise, and coherent manner. A mentor should help the teacher to organize their ideas, arguments, and evidence into a logical structure, using an appropriate tone, style, and language for the purpose and audience of the statement. A mentor should also help the teacher to avoid common pitfalls such as: Being too vague, general, or abstract. Being too specific, detailed, or technical. Being too personal, emotional, or subjective. Being too impersonal, formal, or objective. Being too defensive, arrogant, or self-righteous. Being too humble, modest, or self-deprecating. A mentor should help the teacher to revise, edit, and proofread their statement, as well as to seek feedback from others.

6 Update the statement

The sixth and final step in mentoring a teacher to develop their own teaching philosophy is to update the statement regularly, as their teaching and learning practices evolve over time. A mentor should help the teacher to view their teaching philosophy as a dynamic and ongoing document, rather than a static and fixed one. A mentor should also help the teacher to use their teaching philosophy as a tool for continuous learning, reflection, and improvement, as well as for communicating their identity, purpose, and vision as an educator.

7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?