Many teaching statements make similar claims: that the candidate is a student-centered educator, that they foster critical thinking, that they create inclusive classrooms. These claims may all be true, but without concrete evidence to support them, search committees may remain unconvinced.
In this session, you’ll learn how to transform a vague, declaration-heavy teaching statement into a vivid, evidence-driven document that demonstrates pedagogical skill and intentionality. We’ll explore how to ground abstract principles in specific classroom moments, course design decisions, and student outcomes, showing search committees not just what you believe about teaching, but how those beliefs play out in practice.
Participants will leave knowing how to:
- Identify the abstract claims in their current teaching statement and replace them with concrete, specific evidence
- Use classroom anecdotes, assignments, and course design choices as proof of pedagogical philosophy
- Strike the right balance between theory and practice
- Write with a voice that is reflective and authentic rather than formulaic
- Tailor the teaching statement for different kinds of institutions
Whether teaching has been central to your PhD/postdoc experience or you’re working to make the most of limited classroom time, this session will help you write a teaching statement that is specific, credible, and genuinely memorable.
This session will be presented by Penn’s Center for Teaching, Learning, and Innovation (CETLI).
