Teaching Assistant Training Program (TATP)
The Teaching Assistant Training Program is a hands-on, four-day program 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. 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, 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 Four.
- Synchronous Session Day One – 9:00 am to 12:00 pm
- Synchronous Session Day Two – 9:00 am to 12:00 pm
- Synchronous Session Day Three – 9:00 am to 11:30 am
- Synchronous Session Day Four – 9:00 am to 12:00 pm
Statement on Diversity and Inclusion by TATP Instructors
As the instructors of TATP, we recognize that equity, diversity, and inclusion are key to a safer learning community and facilitating the outcomes of the program. We believe that a wide range of experiences, languages, identities, cultural backgrounds, and other forms of social and intellectual diversity enrich and enhance the learning experience. We are committed to modelling and collectively establishing a classroom community that embraces.
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)
Upcoming Sessions - Registration coming soon!
Synchronous* Session Day One: 9:00 am to 12:00 pm
Synchronous Session Day Two: 9:00 am to 12:00 pm
Synchronous Session Day Three: 9:00 am to 11:30 am
Synchronous Session Day Four: 9:00 am to 12:00 pm
Participants must attend all 4 synchronous sessions and complete all asynchronous** activities to receive a certificate of completion.
*Synchronous: Activities completed online with classmates over videoconferencing software in real-time
**Asynchronous: Activities completed online on each afternoon.
Current graduate students and postdoctoral scholars
Prerequisites / Recommended Preparation
None (active TA duties not required).
To complete the program, students must attend and engage each day, complete all asynchronous activities, deliver two microteaching lessons, and engage in feedback discussions with a small group of peers.
Six sessions will be 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.”