A Model for Training and Evaluating Graduate Teaching Assistants

Although authorities frequently express concern about the training and support of graduate teaching assistants (GTAs), their involvement typically begins and ends with concern. This paper presents a proven model for the effective training of GTAs. We encourage readers to adapt these procedures to their own training programs. The status and nature of training graduate teaching assistants (GTAs) is a topic of continuing interest (e.g., Lowman & Mathie, 1993; Meyers et al., 1997; Norcross, Hanych, & Terranova, 1997; Prentice-Dunn & Rickard, 1994). Two general themes permeate this literature: (a) concern about the availability and use of teaching opportunities (Meyers et al., 1997; Norcross et al., 1997) and (b) delineation of the extant procedures for training or supporting doctoral-level GTAs (Lowman & Mathie, 1993; Meyers et al., 1997; Prentice-Dunn & Rickard, 1994). Clearly, suggestions for training and supporting doctoral-level GTAs exist. On the other hand, writers have given little, if any, attention to the training of master's-level GTAs. Because many master's programs offer teacher training opportunities (American Psychological Association, 1998), this deficit reflects an important void. Hence, this paper presents an effective model for training, supporting, and evaluating GTAs. We believe these procedures are appropriate for use at all levels of GTA training; we encourage readers to adapt them to their own situations and needs. The old saying that "necessity is the mother of invention" applies to the Emporia State University (ESU) model. Until 1979, Introductory Psychology was taught by a full-time faculty member who presented a weekly, 1-hr lecture to all students enrolled in this course. GTAs assisted this faculty member by administering and grading tests and conducting two weekly, 1-hr small-group discussion sections. For a variety of reasons, faculty, students, and administrators believed this arrangement was unacceptable; hence we sought an alternate approach. The lack of regular faculty to teach this course resulted in the GTAs being given complete autonomy for sections of Introductory Psychology. These new responsibilities created the nerd for an expanded and organized training program for GTAs. We formally established this training program in 1981; it has evolved since that time. We describe the current version subsequently. GTA Selection and Responsibilities A faculty committee selects all GTAs from the pool of applicants for graduate assistantships in psychology. The committee screens potential GTAs on the following criteria: background coursework in psychology; grade point average; and desire to teach, as reflected in the applicant's personal statement. The committee then invites highly rated candidates for interviews. In addition to ascertaining the applicant's interest in teaching, the committee informs all applicants that the typical semester assignment consists of full responsibility for two, 3-credit-hour sections of Introductory Psychology. It is important that each applicant understands fully the pending assignment before making a commitment. Initial Activities and Orientation During the summer prior to their arrival on campus, all GTAs read (reread in the case of second-year GTAs) selected chapters in Teaching Tips (McKeachie, 1999). At this time the GTA faculty supervisor also provides each GTA with a copy of the textbook and ancillary materials for his/her course and an exemplary course syllabus used by a former GTA. Summer requirements also include preparing a tentative syllabus and developing lectures and demonstrations. Second-year GTAs serve as mentors for new GTAs during the summer and following semester. A minimum of 3, day-long (6 hr per day) orientation sessions are held immediately prior to the start of the fall semester. Both ,few and returning GTAs participate in the following activities during these sessions: 1. …