• Teaching Philosophy Chelsea Bagwell's Teaching Portfolio
• Teaching Philosophy Chelsea Bagwell's Teaching Portfolio 2020

Me… in a Nutshell

• Learning a foreign language is a process that requires time and a successful teacher equips students with the tools to be life-long learners. The use of the target language (TL) is of utmost importance in my classroom. Communication is my main goal as a language teacher; and therefore the TL is spoken at all times in the classroom.
• Chelsea Begay's Professional Portfolio. Search this site. 4 Teaching Vignettes. Classroom Management Philosophy. Teaching Philosophy.
• It helps demonstrate my teaching philosophy and personal commitment to my growth as a teacher. Artifact #2 This document is a recommendation letter from my National University Support Provider during my student teaching experience.
• My Teaching Philosophy My philosophy of teaching is that every child has the right to learn and receive a quality education. Every student that enters into my classroom will always feel safe and comfortable. I will aim to cultivate a classroom environment which is nurturing, inclusive, collaborative, respectful and values diversity.

I am an older sister to three younger sisters and one younger brother, so needless to say being around kids is nothing new to me! I grew up in Burleson, TX and attended school there from kindergarten all the way through high school. Being in highschool was an experience and I loved being a part of it all, especially being a cheerleader, but being the curious person I am, I was ready to move on to college. I graduated highschool a year early and started the journey into college. I began at Hill Junior College and was able to really get a feel for how the college thing works. After a year at Hill, I moved on to the big leagues and attended Texas Tech University. Now, we all know college is a learning process and I did learn that I am not a big school type of girl. After realizing this I made my way to Texas Woman’s University and there, I found a home! I started in the field of fashion merchandising and while taking the fashion classes I decided my heart lied in the field of education. I guess the fact that more than half of the people in my family is or has been an educator, principal, or superindendent…maybe it’s a given! Some of my fondest memories include traveling to Europe and seeing some of the most beautiful and amazing sites I have ever seen, being honored in the Who’s Who among American High School Students book, and watching myself grow up and become who I am today. I have a passion for children and I want to be able to see myself make a difference in each and everyone of them! I don’t think there is anything more rewarding in this world than making a difference in the lives of our youth and I hope I am part of that difference.

Teaching philosophy statements reflect our personal values, connect us to those with shared values in the larger teaching community, and inform our classroom practices. In this article, we explore the often-overlooked foundations of teaching philosophies, specifically philosophy and historical educational philosophies.

Teaching Philosophy Chelsea Bagwell's Teaching Portfolio

Teaching Portfolios

A teaching portfolio is a collection of documents and reflective essays that represent a teacher’s professional development and accomplishments. Because there is ever-growing concern about the quality of teaching on college campuses, more and more universities and colleges are considering the importance of teaching in hiring, promotion, and tenure decisions. If you are a graduate student you should be aware of the components of a teaching portfolio so that you can be prepared to construct one before you enter the academic job market. A teaching portfolio includes a narrative section that articulates one’s:

• Teaching philosophy
• Teaching responsibilities
• Teaching evaluations
• Collaboration with undergraduates
• Activities to improve teaching and learning
• Professional contributions
• Goals for the future
• The narrative section of a teaching portfolio is supported by documents included in several appendices. Possible items to include in a teaching portfolio appendix:
• List of classes you have taught or for which you assisted
• List of teaching-related workshops you have attended
• Syllabi of classes you have taught or for which you assisted
• Student evaluations or summary of evaluations of your classes, if you have them
• Examples of assessments and graded student work for these assessments, if you have them
• Any articles, guides, narratives, poems, cartoons, and/or philosophical/spiritual writings that inspire your teaching

If any of the following are available, you might also collect:

• Complimentary teaching-related notes/emails from students or peers
• Letters from individuals who have observed your class
• Descriptions of teaching honors or grants you have received and teaching-related workshops/presentations you have given
• List of undergraduate or graduate TAs with whom you have worked
• Descriptions of several activities or projects that went well in your class
• Abstracts of teaching-related workshops you presented
• Copies of teaching-related articles, handbooks, and other resources you created
• A syllabus that you created for a class that you would like to teach in the future

Teaching Philosophy Chelsea Bagwell's Teaching Portfolio 2020

You should start documenting your teaching from the day you receive your teaching assignment. When you are ready to create your teaching portfolio, the TLTC can work with you to edit your portfolio and ready it for presentation. The TLTC holds yearly 3-day portfolio retreats in addition to individual appointments. Please see tltc.umd.edu/resources for more information.