Admission to the Teacher Education Program (TEP)
Written Assessment
1. Why I Want To Teach
Teaching is a demanding profession. We are asking you to think deeply about why you want
to become a teacher. Considering all the things you could do that would use your talents, why
have you selected teaching? What has motivated you, and what continues to motivate you?
Explain how teaching will enrich your life and what will sustain you on your journey as you
prepare yourself to teach?
Your essay should be personal and specific. Because it will be based on your own individual
experiences, your individual voice should come through clearly and strongly. Therefore, it
should not sound like something anyone else could have written. Avoid surface level clichés
such as “I love children” or “I want to serve my fellow humans;” there are many professions
that involve a life of service. Instead, in this piece of reflective writing, you should explore
why your heart leads you to teach. Your reason(s) should be personal—unique to you.
This personal essay should be written in first person and in a way that helps us to understand
why you have chosen to pursue teaching as a vocation. You might tell a story, or relate a
meaningful experience from your life. Perhaps, instead, you will create a list of reasons you
want to teach, supported by significant personal examples. Please explain what you will gain
from teaching and what will see you through the difficulties and challenges that will
inevitably arise in teaching. Whatever form you choose, your writing should clearly convey
meaningful thinking about why you envision yourself as a teacher.
2. New Teaching Philosophy Statement
Write a statement of your current educational philosophy. You may draw on the statement
you wrote in EDS 150, but this will essentially be a new document. Since a person's
educational philosophy is continually evolving based on experiences in and outside the
classroom, you are invited to draw on (and identify as appropriate) any experiences, skills and
knowledge you have gained in a school-based setting with children or adolescents; in any
EDS courses, such as EDS 150, 227, 228, 325 or 335; in any general studies or elective
course; and in any other areas of life that have influenced your thinking. Be sure to address
each philosophical dimension listed below and be sure that your thinking in each part is
consistent with your thinking in other parts of the philosophy.
Your philosophy statement must include these dimensions:
1. What is your hope/vision for the world?
2. Given your hope/vision for the world:
 What should be the purpose of education in schools?
 What do you see as the role of the teacher?
 What do you understand diversity/diversities to mean, and how
do/should these differences influence or impact teaching and learning?
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3.
What is important to teach and learn?
How does learning happen?
How can teachers understand what has been learned (assessment and
evaluation)?
What kind of leaning environment supports your hope/vision for the
world, and what would we see in your classroom, given your
philosophy of education?
Old Teaching Philosophy
Please include a copy of the teaching philosophy you wrote in EDS 150.
4.
Philosophy Reflection Statement
After reviewing your philosophy from EDS 150 alongside your new philosophy, consider
what has changed and what has not changed in your thinking. Then write a reflection
explaining:
 how what you have learned in coursework (both in EDS and in other subjects) has
altered your thinking about what you believe about teaching and learning.
 Reflect on additional experiences you have had working with children or with
others in general, and how this has confirmed or challenged what you thought and
wrote in the first philosophy.
 Reflect and give specific examples explaining why you have changed your thinking
and/or what has not changed and why do to continue to hold these beliefs.
 Consider how your growing understanding of the EDS Program Goals has also
influenced your thinking about teaching.
Presentation & Mechanics
It is expected that your written assessment will include:
 a typed cover page
 a table of contents
 numbered pages
 tabs for each of the four (4) main sections
 subheadings for the eight (8) dimensions of the philosophy
 a paper copy submitted in a folder or notebook
 an electronic copy submitted as one document.
This is an important professional document. It is expected that you will use professional writing
conventions. Please take the time to edit, revise and carefully proofread the document. Your
writing should clearly and effectively communicate your ideas. The quality of the writing should
engage the reader and communicate your commitment to doing quality work.
Rev. 11/28/12
Admission to the Teacher Education Program (TEP)
Excellent
4
Reasons for wanting to teach are well
articulated, substantive, and sufficient to
sustain the student’s journey to become a
classroom teacher.
Writer is able to share a deep
understanding of the gift that teaching will
bring to her/him.
Writer is able to articulate an
understanding of the balance in teaching;
the give and take; meaningful work and
personal fulfillment.
Why I Want to Teach Essay
Good
Passing
3
2
Reasons for wanting to teach are clear and
articulations hold promise to sufficiently
sustain the student’s journey.
Statement is personal, builds upon
experiences, and has passion and/or
vision.
Unacceptable
1
Reasons for wanting to teach are stated.
Reasons for wanting to teach are unclear.
Statement is personal, includes
experiences, has passion and/or vision.
Statement lacks passion and/or vision.
Has inconsistencies with alignment and/or
philosophy statement.
Statement is internally inconsistent and/or
lack alignment with philosophy statement.
Internally consistent and aligned with
philosophy statement.
New Philosophy
Excellent
4
Statement provides a full and rich
discussion of all eight dimensions of a
philosophy statement, demonstrating deep
thinking, understanding of complexities,
and challenges of implementation.
Statement is tightly woven and fully
aligned internally and with the Why I
Want to Teach essay.
The writer’s vision for the world is clearly
communicated, woven throughout the
statement and/or illustrates deep
commitment to serving as a change agent
both inside and outside the classroom in
service to the vision.
Good
3
Passing
2
Unacceptable
1
Statement addresses all eight dimensions
of a philosophy statement with
appropriate depth and complexity.
Statement addresses each dimension of a
philosophy statement with inconsistent
depth and/or complexity.
Statement does not address all dimensions
of a philosophy statement and/or is weak,
narrow or superficial in presentation.
Statement is consistently aligned
internally and with the Why I Want to
Teach essay.
Statement is inconsistently aligned
internally and/or with the Why I Want to
Teach essay.
Statement is seriously out of alignment
with itself and/or the Why I Want to Teach
essay.
The writer’s vision for the world is well
integrated throughout the philosophy
statement and demonstrates the potential
for leadership and for becoming a change
agent.
The writer’s vision for the world is
loosely connected.
The writer’s vision for the world is not
articulated.
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Given the student’s
hope/vision for the
world:
What does the student
understand diversity or
diversities to mean, and how
does that influence or impact
teaching and learning? (PG
2.2)
What is important to
teach/learn? (KTS 7)
How can teachers
understand what has been
learned (assessment and
evaluation)? (KTS 5)
What kind of learning
environment supports the
student’s hope/vision for the
world, and what would one
see in the classroom, given
the philosophy of education?
(KTS 2,3, 4)
Selected Dimensions in the New Philosophy
Excellent
Good
Passing
4
3
2
Unacceptable
1
Statement in this section provides a
full and rich discussion of this
dimension and is clearly connected
to the student’s hope/vision for the
world.
Statement is consistently aligned
internally and with the Why I
Want to Teach essay.
Statement is inconsistently
aligned internally and/or with the
Why I Want to Teach essay.
Statement in this section is weak,
narrow or superficial in
presentation.
Statement in this section provides a
full and rich discussion of this
dimension and is clearly connected
to the student’s hope/vision for the
world.
Statement in this section provides a
full and rich discussion of this
dimension and is clearly connected
to the student’s hope/vision for the
world.
Statement in this section provides a
full and rich discussion of this
dimension and is clearly connected
to the student’s hope/vision for the
world.
Statement is consistently aligned
internally and with the Why I
Want to Teach essay.
Statement is inconsistently
aligned internally and/or with the
Why I Want to Teach essay.
Statement in this section is weak,
narrow or superficial in
presentation.
Statement is consistently aligned
internally and with the Why I
Want to Teach essay.
Statement is inconsistently
aligned internally and/or with the
Why I Want to Teach essay.
Statement in this section is weak,
narrow or superficial in
presentation.
Statement is consistently aligned
internally and with the Why I
Want to Teach essay.
Statement is inconsistently
aligned internally and/or with the
Why I Want to Teach essay.
Statement in this section is weak,
narrow or superficial in
presentation.
Excellent
4
Philosophy Reflection Statement
Good
Passing
3
2
Reflection identifies significant changes
in philosophical thinking, identifies
experiences (courses, work with children,
etc.) leading to changes in thinking and
identifies areas for further growth and
development.
Reflection articulates an understanding of
the role that teachers may play in serving
the broader community with an
educational vision and hope.
Reflection identifies changes in thinking;
statement clarifies ideas.
Reflection demonstrates that a major
change impacts every dimension of the
philosophy.
Reflection demonstrates that changes
impact multiple dimensions of the
philosophy.
Reflection identifies limited changes in
thinking; statement clarifies ideas.
Reflection lacks sufficient depth to
articulate reasons for change in thinking.
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Unacceptable
1
Statement is more reporting than
reflective.
Reflection statement is insufficient to
demonstrate changes in thinking over
time.
Presentation
Mechanics
Excellent
4
Overall Presentation
Good
3
Passing
2
Unacceptable
1
All components of the written
assessment are included.
Presentation is professional;
includes a typed cover page, a table
of contents, and is easy for the
reader to follow. The writer
communicates to the reader a
commitment to doing quality work.
All components of the written
assessment are included.
Presentation is professional;
includes a typed cover page, a table
of contents, easy for the reader to
follow. It is clear that the writer was
careful in putting the written
assessment together.
All components of the written
assessment are included. The
presentation communicates a
beginning understanding of
professionalism; includes a typed
cover page, a table of contents.
Not all components of the
written assessment are included.
And/ or the presentation was not
professional. The writer
communicates to the reader a lack of
commitment in doing quality work.
Contains few, if any, errors in
professional writing conventions.
The writing is excellent, clearly and
effectively communicates ideas. The
reader is able to understand what is
written. The quality of the writing
engages the reader.
Contains few, if any, errors in
professional writing conventions.
The writing is good and effectively
communicates ideas. The reader is
able to understand what is written.
Contains few errors in professional
writing conventions. The writing
adequately communicates ideas. The
reader is able to understand what is
written.
Contains many errors in professional
writing conventions. The writing
does not communicate ideas. The
reader cannot easily understand what
is written.
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