rick reis rgdbstanfordedu tas enter colleagueintraining stage development gain experience confidence authority teachers emulating faculty role models open new ideas ready employ creative approaches teaching p11 tas best learn new ideas creative approaches observing faculty model effective innovative teaching practices noting overall approach attitude toward teaching discipline tomorrows professorsm email newsletter httpctlstanfordedutomprofpostingshtml sponsored stanford university center teaching learning httpctlstanfordedu comments httpampstoolsmitedutomprofblog folks posting looks different stages teaching assistant development implications ta faculty relations appeared newsletter speaking teaching center teaching learning stanford university fall 2007 vol 17 no1 httpctlstanfordedunewsletter produced stanford center teaching learning reprinted permission regards rick reis rgdbstanfordedu next building bridges research undergraduate teaching tomorrows teaching learning 1268 words facultyta teaching teams faculty graduate students bring challenge teaching together diverse ranges experience differing levels development teachers mentors regular open communication faculty tas effective way course ensuring diversity differences experience development contribute successful collaboration also several different roles faculty may want aware willing play order effectively supervise tas nurture dual process becoming teachers responsible representatives disciplines several different stages ta developmentsenior learners colleaguesintraining junior colleaguesand accompanying faculty roles identified jody nyquist donald wulff working effectively graduate assistants thousand oaks ca sage publications 1996 nuances development stages faculty roles discussed following paragraphs newsletter outlines teaching teams benefit discussions kind learning takes place course finally linguistics graduate students compile practical suggestions tas like senior learners tas first level pedagogical development seen senior learners since competence point demonstrated excellence students experience teachers survival mode concerned whether students like tend rely faculty colleagues directions p20 faculty faced prospect teaching tas first level development faculty may cultivate draw upon management skills generally part preparation university professors best motivate coordinate monitor tas progress performance skills require advance planning conscientious follow faculty establish relationship set expectations tas early onwell beginning termtas much willing able rise occasion enough advance notice tas chance coordinate needs faculty demands commitments p7 manager role faculty try make expectations clear detailed possible remaining aware needs tas p8 outline grading guidelines rubrics discuss grading practices kind feedback motivates students learn course grade first assignment course together observe new tas give frequent feedback teaching tas proactive ask questions clarify duties expected find much possible students teaching talk peers challenges ask helpful tips dont reinvent wheelbuild worked others ask constructive feedback teaching attend ctl practice teaching session enable teach small segment lesson front tas give constructive feedback request free midquarter small group evaluation ctl help assess teaching going attend departmental ctl teaching workshops details ctls resources see http ctlstanfordedu colleaguesintraining tas enter colleagueintraining stage development gain experience confidence authority teachers emulating faculty role models open new ideas ready employ creative approaches teaching p11 tas best learn new ideas creative approaches observing faculty model effective innovative teaching practices noting overall approach attitude toward teaching discipline faculty nyquist wulff suggest faculty try model behavior want tas emulate use variety teaching methods reflect broader conceptualization material p12 also particularly helpful faculty take time demonstrate teaching methodology tas share ways think teaching certain material designing assignments planning lectures demonstrations p13 explain teach way teach pedagogical choices goals course stage tas able assume responsibility involve designing activity assignment paper prompt invite prepare part lecture discuss performance afterward way tas reflect teaching choices understand faculty clearly tas mastered basic teaching skills expand teaching experience engage conceptual discussion teaching practices goals look bigger picture figure professional goals ask observe professors classroom find faculty teaching way offer help create assignments help prepare lecture assume responsibility elements course invite professor observe teaching ask herhim write report reflect teaching take notes course immediately course worked students react teaching strategies keep teaching documents design might need later teach course decide write teaching statement put teaching portfolio together design course junior colleagues third stage development ta ready treated like peer learn collegial roles collaboration contribute insights structuring course 13 stage development calls tas treated decision makers style teaching views pedagogical methodology p14 faculty experienced tas need less supervision peerlevel dialogue might ready well chance lecture assist designing course formulating course policies p5 discuss research informs teaching show course fits departmental universitywide curriculum introduce specific discourse teaching field including professional organizations support teaching initiate pedagogy lunch colleagues graduate students tas offer assist professor designing course writing assignments exams preparing course materials early process volunteer lecture ask feedback lecture practice lecture oral communication consultant speaking center videorecorded request consultation ctl consultant performance find course teaching fits departmental curriculum intend pursue academic career ask colleagues recently landed academic position best prepare teaching responsibilities future faculty position attend advanced ctl workshops professional topics course design lecturing jump starting academic career preparing teaching portfolio taking several developmental stages accompanying faculty roles account tas faculty alike take conscious supportive roles making facultyta teaching partnership effective mutually beneficial possible readings books available ctls library curzan anne lisa damour first day final grade graduate students guide teaching ann arbor university michigan press 2000 marincovich michele jack prostko frederic stout eds professional development graduate teaching assistants bolton anker 1998 nyquist jody donald h wulff working effectively graduate assistants thousand oaks sage publications 1996 reis richard tomorrows professor preparing academic careers science engineering new york ieee press 1997 ross catherine jane dumphy strategies teaching assistant international teaching assistant development bolton anker 2007 whats working ta training 2006 biennial ctl publication also availble httpctlstanfordedutawhats_workingpdf interested learning ctl support ta training program graduate student professional development please contact marcelo clericiarias social sciences xngfobastanfordedu mariatte denman humanities hsduvqsstanfordedu robyn wright dunbar sciences engineering vjreesxpuqtstanfordedu information ctl ta training resources see httpctlstanfordeduta note anyone subscribe tomorrowsprofessor mailing list going httpsmailmanstanfordedumailmanlistinfotomorrowsprofessor tomorrowsprofessor mailing list benitgfuvjayawvtbelistsstanfordedu httpsmailmanstanfordedumailmanlistinfotomorrowsprofessor wed 06 aug 2008 040616 0700 tp msg 854 facultyta teaching teams