Interview Portfolio: Philosophy of Teaching

• Student learning…

• * matters above everything else. This is how I judge my success as a teacher.
• * is best tracked by collecting data and evidence, either through small or large formative assessments or observational data from class. I need to know what my students have learned.

• Mathematics…

• * is a set of connected ideas. Whenever possible, I link new concepts to students’ prior experiences in or out of school, and I keep familiar ideas fresh by using them in current work.
• * requires creative thinking. I want my students to learn to see the math in the world around them, and use math concepts to find ways to solve problems.
• * includes communication skills. Finding the answer is not enough; to be successful students must be able to explain what they have done and why.
• * is an active pursuit, not a spectator sport. Students learn more and retain more when they develop their own strategies, justify their work, and practice their skills.

• Students…

• * benefit from positive reinforcement. Identifying what students do right, giving them recognition for it, and communicating their successes with their families are great uses of my time.
• * have different backgrounds, different experiences, and different learning strengths – but all students will learn math in my classroom. Differentiating instruction allows students at every level to be challenged and meet high expectations.
• * need to know what is expected of them. I endorse a code of conduct that emphasizes respect and responsibility, as well as a set of routines and procedures that make class run smoothly. That creates a safe, productive environment for all students and keeps the focus on learning.

• Teachers…

• * must constantly reflect on their own practice in order to improve. There are things to be learned from successes, failures, and everything in between.
• * are stronger when they work together. Collaborating about students, content, and pedagogy allows teachers to improve and innovate faster.