Articulating an Authentic Teaching Philosophy Statement in the Age of AI

Presented by:

Kelly Ford, University of Georgia

Developing compelling teaching statements requires deep self-reflection. Solution-focused frameworks aid in articulating core pedagogical values, while intentional prompting of GAI supports organization and audience-aligned refinement.

Hear it from the author:

Articulating an Authentic Teaching Philosophy Statement in the Age of AIKelly Ford, University of Georgia

00:00 / 01:01

What if, while you were sleeping, a miracle occurs, and everything in your life is perfect? Like, perfect, perfect…Even your teaching. You walk into your classroom for the first time, what has changed? This poster explores how the Miracle Question, a powerful reflective prompt from solution-focused therapy and coaching, can help graduate students and faculty uncover the core values and visions that shape their Teaching Philosophy Statements (TPS). Instead of relying on generative AI to write the statement, we position AI as a suite of supportive roles: editor, writing consultant, reviewer, coach, and even search or awards committee member, offering feedback after the writer defines their own values and voice. This approach empowers the writer to craft an authentic, values-driven teaching statement while strategically using AI to revise and polish their writing, rather than replace it.

Key words:

Teaching Philosophy Statement, Generative AI, Writing

Abstract:

Writing a compelling teaching philosophy statement begins with deep, human reflection and a clear articulation of pedagogical values. This session introduces a solution-focused therapy framework to help participants uncover core teaching goals, connect them to meaningful classroom practices, and translate them into values-based statements. In parallel, participants will explore practical strategies for using Generative AI (GAI) tools to support clarity, organization, and alignment with institutional audiences. Through intentional prompting, GAI can act as a critical editor—refining language and structure and improving coherence. Attendees will leave with actionable strategies for facilitating reflective, values-driven writing processes for themselves or others

Outcomes:

1. Identify 3-5 ""belief"" statements about teaching (developed through the Miracle Question).
2. Connect these statements to concrete classroom practice.
3. Experiment with intentional prompting of GAI to refine your statement according to institutional audience.

References:

Beatty, J. E., Leigh, J. S. A., & Lund Dean, K. (2009). Finding our roots: An exercise for creating a personal teaching philosophy statement. Journal of Management Education, 33(1), 115–130. https://doi.org/10.1177/1052562907310642

Beatty, J. E., Leigh, J. S. A., & Lund Dean, K. (2020). The more things change, the more they stay the same: Teaching philosophy statements and the state of student learning. Organizational Behavior Teaching Review, 44(5), 533–542. https://doi.org/10.1177/1052562920932612

De Shazer, S., Dolan, Y., Korman, H., Trepper, T., McCollum, E., & Berg, I. K. (2007). More than miracles: The state of the art of solution-focused brief therapy. Haworth.

Taff, S. D. (2023). A framework for creating and using teaching philosophy statements to guide reflective and inclusive instruction. Journal of Occupational Therapy Education, 7(3). https://doi.org/10.26681/jote.2023.070308