Teaching Assistant Training Program (TATP)
The Teaching Assistant Training Program is a hands-on, two-and-a-half day program taught by current Teaching Assistants (TAs) and designed for new TAs embarking on their teaching careers. Learn about fair grading practices, diversity in the classroom, lesson design, and giving students feedback on written work. Choose from concurrent sessions designed to meet your discipline-specific teaching needs. Get real-time, hands-on teaching experience in our unique microteaching sessions where you can try out your teaching skills with a small group of your peers and receive helpful, constructive feedback. At the end of the session, you will receive a certificate as evidence of your commitment to the development of your knowledge and skill as a teacher.
Lesson design, feedback, marking, microteaching, facilitating discussions, facilitating labs, interpersonal communication, and the intercultural classroom.
By the end of this program, participants will be able to:
- design and deliver lessons using the Bridge-Outcomes-Pre-Assessment-Participatory Learning-Post-Assessment-Summary (BOPPPS) model
- apply the characteristics of effective feedback when giving verbal, written, and non-verbal feedback
- listen openly to feedback on teaching and reflect on personal approaches to teaching and learning
- define the TA’s interpersonal communication responsibilities and identify resources available for student and TA academic success
- describe strategies to facilitate effective classroom or laboratory discussions;
- implement consistent grading practices
- identify cultural influences on communication in the classroom.
What to expect
This program is designed to be engaging and highly interactive through topic-based workshops and small group microteaching sessions. Each participant will prepare two, ten-minute lessons and deliver these lessons to a small group of peers on Days Two and Three.
- Day One – 12:30 pm to 4:30 pm
- Day Two – 9:15 am to 4:30 pm
- Day Three – 9:15 am to 4:30 pm
Complimentary lunches are provided on Day Two and Three, and light refreshments are provided throughout the program.
Research on program impact
- Assessing Graduate Teaching Development Programs for Impact on Future Faculty (HEQCO, 2013)
- Evaluating the Differential Impact of Teaching Assistant Training Programs on International Graduate Student Teaching (Canadian Journal of Higher Education, 2015)
January 11 to 13, 2019 - Registration closed
June 17 to 19, 2019 - Registration will open April 29
Graduate students and postdoctoral scholars
- Login to CareerCentral using your Western username and password.
- Go to the Centre for Teaching and Learning section and select Event Calendar.
- Locate and select the session you would like to attend from the calendar. Details and a description will appear.
- Select the Register on Waiting List button. You will receive an automated confirmation email to your Western email account.
- Submit your deposit (cash or cheque only) to the CTL to complete your registration and secure your spot in the program. The CTL is typically open Monday – Friday, 8:30a.m. – 4:30p.m.
- You will receive a registration confirmation email to your Western email account when we receive your deposit, which means you are officially registered in the program.
Due to high demand, spaces in this program are limited. Please bring in your deposit as soon as possible to secure your spot in the session. Your deposit will be returned when you complete the program and receive your certificate.
Prerequisites / Recommended Preparation
None (active TA duties not required)
To complete the program, students must attend and engage each day, deliver two microteaching lessons, and engage in feedback discussions with a small group of peers.
At least five weekend sessions (Friday, Saturday, Sunday) and one mid-week session are offered in August and September. A session is typically offered in January and June as well.
Applies to following certificates
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Testimonials from TATP participants
“Fantastic to learn from other TA's and to be a part of such a supportive learning process. Great facilitation and guidance provided.”
“Microteaching was a great space to try out the lesson design strategies we had just learned and get really useful feedback from our peers. I have gone away from those sessions feeling more confident in my teaching skills and feel ready to try new things in my classroom this coming term.”
“Many strategies and tools were presented. I loved the opportunity to practice and apply our learning. It was all very engaging and participatory aspects were very effective.”
“My microteaching group was incredibly supportive; everyone was very kind, professional, and constructive. The group facilitator asked great questions that encouraged improvement.”