Strong teaching statements connect your goals for student learning, the alignment of your teaching methods to those goals, and how you measure student learning.

Statements should address the knowledge, skills, and attitudes that students should possess to be successful in your discipline, how your teaching approaches contribute to these goals, and how you know that your goals for students are met through assessments.

Strong teaching statements offer evidence of practice.

Statements should provide specific and personal examples and experiences instead of vague references to pedagogical buzzwords (e.g., “I use backward design to create new courses,” or “I use active learning approaches in my classroom.”). Be concise about your goals for student learning, specific about your teaching methods, and provide examples of the types of assessments you use to ensure that your learning goals are achieved.

Strong teaching statements convey reflectiveness.

Demonstrate that you are a thoughtful instructor by discussing your approach to instructional challenges and your plans for future pedagogical development.

Strong teaching statements communicate that you value teaching.

These values are evident through tone or language that convey enthusiasm and commitment, beyond simply stating, “I am enthusiastic about and committed to teaching.”

Strong teaching statements are learner-centered and attune to individual student differences.

Presenting concrete evidence of your awareness and attentiveness to student learning (not just course content) and how to effectively address student differences in the classroom.

Strong teaching statements discuss issues of diversity, inclusion, and equity.

Your statement should include specific examples that reflect your awareness and attentiveness to student diversity, and highlight particular actions you have taken to ensure your classes are inclusive and welcoming to all students.

Strong teaching statements are clear and well-written.

Adapted from Meizlish, D., & Kaplan, M. (2008). Valuing and evaluating teaching in academic hiring: A multidisciplinary, cross-institutional study. The Journal of Higher Education, 79(5), 489-512.