Abstract
The purpose of this article is to justify the engagement in developing a teaching philosophy statement and to scaffold the writing process. For those already familiar with such documents, this article will argue for the value of revisiting a teaching philosophy statement and updating it to reflect changes in one’s thinking and practice. Irrespective of familiarity, the intention is that readers, at a minimum, find this article helps them critique their current educational values, beliefs, and classroom practices (taken together, their teaching philosophy), and in doing so, reorient their teaching and learning practices to foster evidence-informed deliberate practice.