The teaching toolkit contains resources and materials to support your teaching endeavors…
- Teaching Observation Partners (TOPS)
- Teaching Philosophy and Statements
- Teaching Portfolios
- Improve Your Teaching Skills
- Institional Review Board (IRB) Process
- Teaching Assistant Manual
- Teaching Assistant Resources
- Teaching Assistant Training Videos
- Resources to help develop your TAR project
- Opportunities for disseminating your findings
Center for Integration of Research, Teaching and Learning - a consortium of colleges and universities - is committed to enhancing STEM education. CIRTL is committed to providing STEM doctoral students and post docs with a rich array of professional development opportunities on pedagogy, teaching, and creation of research-informed instructional resources.
Teaching Observation Partners (TOPS)
Teaching Observation Partners (TOPs) aims to help instructors improve their teaching skills and to foster our learning community through peer-to-peer classroom observations. Receiving feedback on teaching is an important component of professional development. It helps instructors identify areas of growth and increase their confidence in areas in which they already excel. Observing other’s teaching and providing constructive feedback will also help instructors develop as a teacher. Click here for a full description on the Teaching Observation Partners (TOPs) activity.
Classroom Observation Workbook
The purpose of this workbook is to provide constructive feedback to the instructor for improving teaching practices that support student learning outcomes. Please use complete all three tabs of the workbook to conduct and provide a comphrensive classroom teaching observation.
'1 - Do before class starts' tab captures basic information about the class and the observer.
'2 - Do during class' tab is a real-time observation tool used to document student and teacher behavior during the classroom. It also provides calculations of time spent on the activities performed. Examples are provided.
'3 - Do immediately after class' tab is used to provide a reflective and descriptive feedback immediately after the observation. Examples are provided.
Click here to download the TOPs Classroom Observation Workbook.
Teaching Philosophy and Statements
A teaching philosophy statement helps instructors reflect on their own path to teaching and empowering students. These statements are often used to help teachers define their philosophy, track their growth, and reflect deeply on their teaching theory and practice. They also are used to apply for an academic positions.
A Teaching Philosophy Statement should describe an instructors:
- conception of how learning occurs,
- approach to facilitating student learning,
- beliefs about why they teach the way they do (reflection questions are provided below),
- goals for themselves and for their students,
- teaching practices and how they support their beliefs and goals,
- approaches for creating an inclusive learning environment,
- strategies for assessing student learning, and
- interests in new techniques, activities, and types of learning!
Below are some resources to help guide the development of your teaching philosophy and write your teaching statement. If you would like feedback on your teaching statement, please email your request, along with an electronic copy, to email@example.com.
A short guide to developing a teaching philosophy and writing the teaching statement.
There are many different types of philosophies in education. In this brief overview, only the four main types of philosophies are summarized - Perennialism, Essentialism, Romanticism and Progressivism. Understanding educational philosophies can help inform your teaching philosophy and write your teaching statement.
To find out which teaching philosophy to ascribe to, take this brief self-inventory!
Assess your statement using this helpful rubric (Kaplan, O’Neal, Meizlish, Carillo, & Kardia, 2007).
Dr. Richard Brown, Krieger School of Arts and Sciences, Johns Hopkins University
Dr. Mike Reese, Center for Educational Resources
- "The Teaching Portfolio: A Practical Guide to Improved Performance
and Promotion/Tenure Decisions" by Peter Seldin
- Vanderbilt University, Teaching Portfolios
- University of Virginia Teaching Portfolio Examples
Improve Your Teaching Skills
Johns Hopkins Medicine's Institute for Excellence in Education (IEE) has compiled a series of valuable resources in this website with a goal to provide practical teaching tips, promote self-reflection, network and share ideas. Visit here: https://improveteaching.med.jhmi.edu/
Institional Review Board (IRB) Process
The Homewood Institutional Review Board (HIRB) application process is provided in this quick guide for instructors planning to conduct an educational research study:
Teaching Assistant Manual
The Teaching Assistant Training Institute has developed a manual for TAs called “Making the Difference.” The manual lists general teaching resources available at Hopkins – e.g., TA-specific services offered by the library, services offered to students with disabilities, faculty responsibilities in working with such students, etc. Printed copies of the TA Manual are distributed at the TA Orientation in September and are available from the CER throughout the year.
Teaching Assistant Resources
Additional resources that supplement the Teaching Assistant Manual
Teaching Assistant Training Videos
TA Orientation Videos
- 2012 Plenary Session
- Evaluating Writing Assignments (Anne-Elizabeth Brodsky, 2012)
- Preparing For The First Day: Engineering (Jason Eisner, 2012)
- Preparing For The First Day: Humanities & Social Sciences (Joel Andreas, 2012)
- Preparing For The First Day: Sciences (Bruce Barnett, 2012)
- Leading Discussions (Moira Hinderer, 2012)
- Leading Labs: Engineering (Allison chambliss & Jane Chisholm, 2012)
- Leading Labs: Sciences (Rebecca Pearlman, 2012)
- The Art Of Problem Solving Instruction (Richard Brown, 2012)
- Using Rubrics In Laboratory Sections (Louise Pasternack & Gary Johns)
TAs and Their Students
- Student/TA Relationships 1
- Student/TA Relationships 2
- Dealing with Students & Grades
- Dealing with Depressed/Distressed Students
- The Angry Student
Resources to help develop your TAR project
Opportunities for disseminating your findings
- CIRTL Network Meeting
- Lilly Conference
- Professional and Organizational Development Network in Higher Education (POD)
- 2016 Gateway Science Initiative/Science of Learning Symposia
- A JHU Poster Session
- Professional discipline-focused meeting