Accessibility statement

6. Training and supervision of GTAs

Principle: GTAs should receive the training and supervision they need to undertake their duties effectively. 

Mandatory training 

55. Before starting work as a GTA, PGRs should have undertaken training that provides them with:

  • an understanding of the role of the GTA in supporting learning within the University, and in the department/disciplinary area where they will be working (including the limits of their role)
  • the skills they need to undertake the GTA role effectively and with confidence (eg for GTAs leading seminars this might include session planning, facilitating discussion, and classroom management, and for GTAs serving as demonstrators this might include supporting learning within a laboratory setting and giving constructive feedback on laboratory reports)
  • an introduction and signposting to key University and departmental policies and procedures of relevance to the GTA role (learning and teaching, assessment, equality and diversity, student welfare, health and safety, and data protection).   

56. In practice, this means that before starting work as a GTA, a PGR should have undertaken: 

  • the University’s Introduction to Learning and Teaching (ITL) (1) (the most relevant of the ITL training workshops as advised by their departmental GTA Coordinator)

 and

  • appropriate training provided by the department where they will be working. 

57. Departments (singly or working together within faculties) are strongly encouraged to offer a formal and comprehensive GTA training course, rather than providing training on a piecemeal or ad hoc basis. of 

Mandatory GTA module inductions

58. In addition to the training provided by the University and department, GTAs should receive a GTA-focused induction for each module that they are supporting, in advance of their contribution to the module. The module induction provides an opportunity for the module team to come together, and includes the module-specific material that GTAs require in order to provide effective support. 

59. The induction for a module should be provided by the module leader and is likely to include:

  • meeting the module team (academic staff, GTAs, and sometimes support staff)
  • an overview of how the module fits into the programme: what purpose the module serves and how it contributes to fulfilling programme learning outcomes
  • an overview of the module including how the content, teaching methods, assessment and feedback align to enable the students to meet the module learning outcomes
  • an overview of the student cohort (eg prior experience, particular needs)
  • the specific responsibilities of GTAs within the module
  • an introduction to the module VLE site and/or other electronic systems necessary for the role 
  • any adjustments needed to accommodate students with disabilities
  • module-specific training (this is likely to be limited where departments provide a comprehensive GTA training course)
  • [for seminar leaders] reading lists, content and learning activities for each seminar session
  • [for demonstrators] module-specific health and safety, risks and how these are mitigated, hands on experience of equipment and practical tasks, expected results and common problems
  • [for markers] the module’s assessment, marking criteria and expectations for feedback, practical tasks to help calibrate standards.

Exemption from mandatory training requirements

60. A department may seek approval, from the Chair of UTC, for PGRs who undertake their departmental training to be exempted (but only if they wish) from undertaking the ITL. (2)

The department’s request will be approved if it can provide evidence that it provides a formal and comprehensive GTA training course, that has been carefully structured, is delivered to a high standard, and covers the syllabus of the ITL. Approval may be time-limited and significant changes to the department’s GTA training course may invalidate the approval. Departments granted an exemption will be notified of any changes to the ITL syllabus by Academic Practice. In departments which have an exemption, the departmental Board of Studies is responsible for the oversight of its GTA training course and ensuring it remains aligned to the ITL.   

61. An individual PGR may seek approval from the relevant GTA Coordinator to be exempted from undertaking the ITL and/or departmental training. Approval may be granted if the PGR has an appropriate teaching qualification (eg a PGCE in Post Compulsory Education) and/or can provide evidence of having successfully completed equivalent formal training at another UK university. If the qualification/training was completed more than 24 months previously, approval should only be granted where the PGR can provide evidence of recent successful teaching at tertiary level. 

62. GTAs who are new to a module should not be granted an exemption from the module induction. GTAs who have supported a module in a previous year should be present at part of the module induction, to allow them to meet the rest of the module team and to learn what aspects of the module have changed from previous years (but may be exempted from other parts of the module induction with the permission of the module leader).   

Payment for training, induction and continuing professional development

63. PGR attendance at the ITL and/or at a formal and comprehensive departmental GTA training course that is open to all PGRs within the department is not paid because such training can be considered an expected part of a PGR’s professional development and is a pre-condition for obtaining a GTA post. Participation in continuing professional development activities for GTAs (eg peer observation) is not paid as it can be considered an expected part of a PGR’s professional development. Attendance at GTA module inductions and compulsory attendance at additional programme/module meetings or incidental training should be paid (at the lower marker rate) because it cannot be considered an expected part of a PGR’s professional development.

Attendance of GTAs at taught sessions 

64. Module leaders may wish to encourage GTAs to attend particular taught sessions in preparation for their GTA role (eg the lectures linked to the seminars that GTAs are facilitating). If attendance at teaching sessions is required, the details should be made clear at an early stage and the GTAs should be paid (at the lower marker rate). 

Supervision, line-management and mentoring

65. The module leader is normally responsible for the day-to-day supervision, line-management and mentoring of GTAs who are supporting their module. The module leader should meet regularly with the GTAs to offer guidance and support and to provide opportunities for the GTAs to discuss how the module is going and to raise any issues or concerns. 

Performance observation of GTAs

66. Newly appointed GTAs who interact directly with students should be observed by an academic member of staff (or GTA mentor). The timing of the observation should enable any performance issues and development needs to be identified at an early stage (ie normally within the first few weeks). The GTA Coordinator and module leaders are responsible for working together to ensure that all newly appointed GTAs are observed. If performance issues or development needs are identified (either as part of an initial performance observation or by other means), further observations may be required (see section on Managing GTA Performance).

1. The Introduction to Learning and Teaching (ITL) is a training workshop (with a number of tailored variants) provided by Academic Practice and formally overseen by the Academic Practice Board of Studies.

2. Currently only GTAs in the Department of Chemistry who undertake the department’s GTA training programme are exempt from the ITL.