Self-reflective statements prepared by the candidate to describe and reflect upon their personal approach to teaching
The likely focus for self-reflective statements for each of the levels of teaching achievement defined in the Framework is provided below.
Reflection on their educational approach and its development over time, identifying how it supports effective student learning in the context of the cohort, discipline and institution
Reflection on their personal teaching philosophy and its development over time, as well as the role they play in nurturing an academic environment that advances collective educational excellence
Reflection on how their leadership in teaching and learning has helped to create an inclusive, supportive and aspirational learning environment that advances student learning
Reflection on their personal teaching philosophy, describing how evidence-informed approaches are used to contribute to both student learning and pedagogical knowledge
Reflection on their national and global influence in teaching and learning, and their impact on advancing educational knowledge, collaboration and/or excellence
Reflection on their educational approach and its development over time, identifing how it supports effective student learning in the context of the cohort, discipline and institution
Reflection on their personal teaching philosophy and its development over time, as well as the role they play in nurturing an academic environment that advances collective educational excellence
Reflection on how their leadership in teaching and learning has helped to create an inclusive, supportive and aspirational learning environment that advances student learning
Reflection on their personal teaching philosophy, describing how evidence-informed approaches are used to contribute to both student learning and pedagogical knowledge
eflection on their national and global influence in teaching and learning, and their impact on advancing educational knowledge, collaboration and/or excellence
The content of self-reflective statements will vary by institutional context and individual role. However, many of the experts consulted for this study recommended that self-reflective narratives which focused on teaching and learning in the ‘classroom’ (i.e. those prepared by candidates at the ‘effective teacher’ level) should adopt a broad structure similar to that proposed by Nancy Chism (1998), and comprise four key components:
Guidance on structuring a teaching and learning portfolio is provided by a range of institutions. Examples include the Teaching Philosophies and Teaching Dossiers Guide, developed by the University of Calgary (Canada) and the Guidelines for Pedagogical Portfolio, developed by Chalmers University of Technology (Sweden).
Successful promotion candidates and pedagogical experts consulted as part of this study offered a number of suggestions to guide preparation of a self-reflective personal statement:
Career Framework for University Teaching, 2024