TWU Teacher Education Program Autobiography
A requirement for admission into the TWU Teacher Education Program (TEP) is an
autobiography focusing on your past experiences as a learner and how those
experiences will shape you as a future teacher.
Organize your thoughts:
1. List individuals who have influenced you to choose a career in teaching by their
words to you or their actions as outstanding teachers or role models. These
individuals may be former teachers, coaches, family members, or other adults who
have served as positive influences on your life.
2. Select the 3-4 most significant individuals and write in detail their actions or words
that resonate with you. How did that individual teach and convey information
successfully to students? What personal qualities did s/he have? How old were you
and what grade were you in when you encountered this influential person? Avoid
general or overused expressions to describe the individuals; strive to portray them
with their actions or their unique sayings.
3. Finally consider yourself as a college student. What characteristics do you possess
to help you become a successful teacher? Examples might include compassion or
patience; provide a personal example, when applicable. “When I was in elementary
school, I had difficulties reading. Overcoming this challenge will help me meet the
needs of future students who struggle with their work.”
Required formatting for your autobiography:
(right justified) Your Name
ED110SL
Date
Title (centered)
(double space)
(tab to indent) Introductory paragraph
(tab to indent) Body paragraphs (3 or 4)
(tab to indent) Concluding paragraph
Two pages minimum length; three pages maximum length
Font face: Arial
Font size: 12 point font
1” margins
Please email your TEP autobiography, as a draft, to the Teacher Education Program
[email protected] Your draft will be reviewed by an education instructor.
Please refer to the Teacher Education Program autobiography rubric.
Name
Category
Introduction
And Content
50% of total score
Organization of
Autobiography
15% of total score
Word Choice
15% of total score
Adding
Personality
(Voice)
10% of total score
Spelling,
Grammar,
Technical
(Conventions)
10% of total score
4 Advanced
The introduction is
inviting; the body of the
autobiography reflects
honest, thoughtful
evaluation of student’s
key life educational
events and how those
events have shaped
his/her views of teaching
& learning. The events
chosen demonstrate a
profound impact.
Rationale for choosing
teaching as a profession
included.(50)
The organizational
structure of the
autobiography is
elegantly composed and
follows a logical pattern;
ideas flow easily from
one to another.
(15 points)
The writer uses vivid
words and phrases that
linger or create images in
the reader’s mind, and
the choice and
placement of the words
seem accurate, natural,
and not forced. (15 pts)
The writing has
character, and the
student’s personality
comes across in a
unique and engaging
way. (10 points)
The student has used
correct punctuation,
capitalization, usage,
grammar, and spelling.
There are no errors. The
paper is typed, doublespaced, 12-point font.
(10 points)
Teacher Education Program (TEP) Autobiography
3 Proficient
2 Developing
1 Minimal
An introduction is
Introduction is present,
The introduction is
but lacking connection
inviting; the body of present; the body of
the autobiography
to the body of the
the autobiography
autobiography; key life
reflects evaluation
contains key life
of student’s key life educational events.
educational events are
educational events
Connections to
present, but not tied to
and how those
student’s views of
student’s views of
teaching and learning
teaching and learning.
events shaped
may not be present.
Rational for choosing
his/her views of
teaching as a
teaching and
Rationale for choosing
learning. The
teaching as a
profession not
events chosen had
profession may not be
present. (12.5 points)
an impact.
present. (25 points)
Rationale for
choosing teaching
as a profession is
included.
(37.5 points)
There is clear and
There is a basic
The ideas are present,
reasonable
structure to the
but they frequently
autobiography, but
jump abruptly from
organizational
structure to the
some of the ideas jump one idea to another.
autobiography. The around. (7.5 points)
At times it is
confusing.
ideas are simple to
follow.
(3.75 points)
(11.25 points)
The writer uses words
The writer uses a
The writer uses
vivid words and
that communicate
limited vocabulary that
phrases that linger
clearly, but the writing
does not communicate
strongly or capture the
or create images in lacks variety punch, or
the reader’s mind,
flair. (7.5 points)
reader’s interest.
but occasionally the
Jargon or clichés may
be present and detract
words are used
inaccurately or
from meaning.
seem overdone.
(3.75 pts)
(11.25 points)
The student’s
The student’s
The student’s
personality comes
personality and unique personality and voice
through the writing. voice appear
appear only a few
The reader has a
occasionally. However, times. The majority of
sense of the
at other times the
the autobiography
writer’s personality
prose is flat and
lacks personality and
and attitude.
lacking personality.
voice. (2.5 points)
(7.5 points)
(5 points)
The student has
There are frequent
There are frequent
used correct
errors in punctuation,
errors in punctuation,
punctuation,
capitalization, usage,
capitalization, usage,
capitalization,
grammar, and/or
grammar, and/or
spelling that inhibit the
usage, grammar,
spelling. The student
and spelling. There may not follow
readability of the
technical specifications autobiography. The
may be an error or
student may not follow
two, but the paper
of typed, doubleis still easy to read. spaced, 12-point font.
technical specification
of typed, doubleThe paper is typed, (5 points)
double-spaced, 12space, 12-point font.
(2.5 pts)
point font.
(7.5 points)