ta supervisors handbook 2010

8/7/2019 TA Supervisors Handbook 2010

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TEACHING ASSISTANTSUPERVISORS HANDBOOK Third Edition

The Florida State University The Program or Instructional Excellence
http://fsu.edu/http://pie.fsu.edu/http://pie.fsu.edu/http://fsu.edu/


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Teaching Assistant Supervisors Handbook

able o Contents

I. I n t r o d u c t i o n . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

II. Supervising Teaching Assistants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A. De ning Tasks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Example 1 - TA Job Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Example 2 - Graduate Assistant contract . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Example 3 - Supervision o Teaching Assistants contract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

B. De ning the Relationship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

III. Providing Support or Discussion Leaders, Lab Instructors and Graders. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

A. Pre-semester Meeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B. Weekly Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

C. Grading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .D. Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

IV. Providing Support or TAs with Full Course Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

V. Providing Feedback and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

A. Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

B. Early Feedback or Instruct ional Improvement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

C. Mid-semester Evaluations -TABS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D. Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

VI. PIE Associate Program as Departmental TA Training Resource . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

A. Appointment Responsibilities to PIE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15B. Appointment Responsibilities to the Department . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

APPENDICES

A. University-wide Standards or Teaching Assistants at FSU.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

B. Principles o Best Practice or TA Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

C. Graduate Assistantships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D. Sample Outline or Departmental TA Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

E. Campus Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


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Introduction

This handbook was written to help aculty work moree ectively with their teaching assistants. Preparation

or teaching is an important part o graduatestudent education at The Florida State University. Teaching assistants (TAs) are an indispensablepart o instruction. As instructors with primaryresponsibility, they teach a substantial portion o theundergraduates as graders, discussion leaders, andlab instructors; they make valuable contributionsto courses taught by aculty. Departments thatmanage graduate teaching assistantships e ectivelysave time and e ort or everyone. Mentoring

graduate students in relationship to their teachingresponsibilities should be part o the departmentalculture.

It is important to prepare TAs, not only to ensure immediate high-quality classroom instruction, but also to preparethem or teaching careers when they have completed their degrees. Increasingly, search committees require jobcandidates to show evidence o their teaching ability, and many departments have discovered they can improveplacement o their graduate students by providing training and practice in teaching.

The TA, although primarily a graduate student, is nevertheless an employee; there ore, the TA Supervisor is amanager. Management tasks include setting minimal standards or instruction, determining whether TAs are

meeting those standards, and, i necessary, removing TAs who are not meeting the needs o students.

At FSU the Graduate Policy Committee (GPC) and the Faculty Senate have responsibility or development o policyrelating to TA matters, and The Graduate School oversees implementation o these policies. Departments assumeprimary responsibility or training their teaching assistants and are expected to ensure that new TAs receive trainingin either the Program or Instructional Excellence program (PIE) or an equivalent departmental program, or both.PIE is a University-wide program which provides TAs with support or teaching enhancement. The same teachingsupport services given to aculty are available to TAs. Although the training o TAs is primarily the responsibilityo academic departments, PIE works closely with the academic departments to enhance the e ectiveness o undergraduate education.


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Supervising eaching Assistants

Traditionally, graduate TAs learned their vocation through practical experience working under the supervision

o skilled aculty. Un ortunately, we o ten dont have time to provide the kind o structured experiences that arenecessary or the model to work e ectively under this method. A true preparation program requires:

(1) experience leading rom simple tasks to more complex ones;

(2) care ul instruction in each stage o work by the supervisor;

(3) evaluation o the TAs work and growing skill level; and

(4) certi cation that the TA has mastered the work.

A departmental program in which training or preparation has a structured approach is recommended. To develop a

departmental program or TAs, the aculty supervisor should:

de ne the TAs tasks as speci cally as possible;

de ne the professional relationship you will share;

provide advice, training, and support as the TAs learn;

provide feedback and evaluation.

De ning asksAll new TAs experience anxiety about their jobs, because it is usually the rst time they assume the role o teacher a ter having been students all their lives. Moreover, many new TAs simply do not know what their basicresponsibilities will be. A job description is an excellent way to summarize these duties and describe how theseduties should be per ormed. Clearly state the parameters o reedom and responsibility within which the TAswill operate (see Example 1). A TA contract should be signed by the TA and the supervisor and led in the ofce.Examples o blank TA contracts are presented in Examples 2 and 3.

Job descriptions alleviate TA anxiety and provide the oundation or evaluation o TA per ormance. As part o theirintroduction to the job, TAs should be told how their work will be monitored and evaluated and how that process will

help them become better teachers.

At FSU, individual departments determine job responsibilities, number o work hours per semester, salary, periodo employment, and most other conditions o employment. Each department is required to prepare a TA manualdetailing its procedures or teaching assistants; this manual should be given to all TAs.


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Example 1

A Job Description

Job Title: Teaching Assistant, English Department

Salary: varies per department

Reports to: Pro essor John Doe

Educational Requirements:

*See University-wide Standards or Teaching Assistants at The Florida State University in Appendix A.

Job Requirements: _____________________________________________________________________________________

Per ormance Standards

List any other skills not covered by the University-wide standards, such as computer pro ciency.

Duties:

The TA will:

check with the instructor 15 minutes prior to class to make sure all materials for class are ready,

set up the classroom (turn on computer project, etc.),

grade homework, quizzes, and exams (TA will do about of the grading),

hold o ce hours at scheduled times to counsel and tutor students,

publish grades weekly,

maintain class roll,

lecture at least twice during the semester, and be videotaped once,

review the videotaped lecture with the course instructor and a PIE sta member,

create exam sessions from text and lecture,

hold review sessions prior to each exam,

monitor quizzes and exams,

perform other duties as assigned,

notify the instructor in advance if she/he cannot be present,

grade assignments, quizzes and exams in time for them to be returned at the next class meeting, and

post a notice in advance if she/he cannot keep scheduled o ce hours. The notice will include the time o rescheduled hours.


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Example 2

Graduate eaching Assistant Contract

Department o _________________________ Contract or Teaching Assistants (TAs)

Student_____________________________________________

Supervising Pro essor__________________________________

Nature of Assistantship/Position__________________________

Hours per week____________

Section 1: Responsibilities o Graduate Student

1.

2.

3.

4.

Section 2: Responsibilities o Supervising Pro essor

1.

2.

3.

4.

Students Signature____________________________________ Date_____________

Pro essors Signature___________________________________ Date_____________

Reviewers Signature___________________________________ Date_____________

Reviewers comments:


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Example 3

Supervision o eaching Assistants Contract ( or As with Primary Classroom Responsibility)

Name o teaching assistant___________________________________

Name o supervising aculty___________________________________

Class (course & section) _________________

Semester & year________________________

The syllabus or this course (explain here how the syllabus or the course will be developed or used) ___________________________________

We have agreed that the supervisor will visit the class on the ollowing dates:

________________ (prior to midterm)

________________ (a ter midterm)

We have agreed that dra ts o examinations will be given to the supervisor by _______________ and ____________and returned to the instructor by ________________ and_______________.

We have agreed to the ollowing dates or con erring about the course (these may be coordinated with class visits):

Signatures:

Graduate Student Instructor_______________________________ ____

Faculty Supervisor__________________________________________

Please orward the completed and signed orm to the Department Chair no later than the rst day o classes.

Signature o Chair _________________________________________

Date received___________________________


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De ning theRelationship The pro essional relationship aculty members

share with TAs a ects their job, the quality o theirper ormance, how much they care about teaching,and even how they eel about the department.Departmental values and traditions o ten playan important role in shaping this relationship.For example, in some departments a teachingassistantship is viewed primarily as a orm o

nancial aid; TAs are encouraged to do the job andnot let it inter ere with their graduate program. The supervisors relationship is de ned as that o employer toemployee and, as a consequence, TAs o ten eel that they are merely cogs in a machine and show little enthusiasmor commitment to their jobs. By contrast, in some departments, teaching assistantships are seen as a signi cantpart o graduate preparation and TAs are treated as junior colleagues by their supervisors. Under these conditions, TAs demonstrate a high degree o personal commitment to their work and strive to do a pro essional job.

As a rule, success ul supervisors show that they respect TAs as pro essionals-in-training and allow them to achievea measure o independence and sel - ul llment in their jobs. The balance between control and autonomy in thisrelationship depends on a variety o actors: course objectives, class size, nature o TAs duties, and their level o experience. Supervising six novice discussion leaders in a survey class with an enrollment o 350 obviously requiresa greater amount o control than supervising two experienced discussion leaders in a smaller upper-division course.I you are supervising TAs as independent teachers, you can encourage their autonomy and independence, but evenexperienced TAs can get into trouble and need to know that you are available or help and support.

E ective supervisors also treat TAs as partners in the teaching enterprise. Some pro essors make this aspecto the relationship explicit by introducing their TAs to the class on the rst day, giving them instructional roles toplay during lectures, and acknowledging their contribution to the course on the last day o class. These practicesnot only make TAs eel like members o a team, but also raise their status among the undergraduates. Also, i youconsistently solicit TAs ideas or improving the course, you underscore their responsibilities as members o theteam and show that you respect them and value their insights as developing teachers.


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Providing Support orDiscussion Leaders,Lab Instructors and

GradersYour own early teaching experiences can be a use ulguide to the kind o support, advice and training thatyour TAs require. As anxious beginners, TAs needstraight orward answers to basic questions. For example,how do you get students to participate in discussionsessions? What skills do you need in order to grade essay questions? How does lab instruction di er rom other kinds o teaching? PIE can supply you with materials that answer many o these questions. Instruction at FSU and sessions presentedat the PIE Graduate Student teaching con erence provide material that other aculty members have ound use ul in training

their TAs.

Pre-Semester Meeting Be ore each semester begins, meet with your TAs to discuss the job description and to emphasize duties you eelare particularly important. This is also the appropriate time to discuss questions about their work load and what todo i they eel they are being overworked.

Review the semester schedule to identi y points when demands may be put on their time to see i any scheduling

problems are likely to arise.

Tell your TAs how you want them to handle student complaints about the class so they will not be caught betweenyou and your students.

Review the course syllabus and show them how their work ts into the course and how objectives in the lab ordiscussion sections relate to course objectives.

Encourage new TAs to consult with experienced TAs who worked with you in the past.

Establish a ow of information among TAs which will help to save new TAs from making common mistakes.

Let the TAs know well in advance of any departures from the course schedule or changes in the original

objectives. Review University policies/University-wide standards for teaching assistants and how these regulations may a ect

their work. TAs can easily get into trouble i they are not aware o these rules (e.g., the teachers responsibilities underthe honor code, rules or nal exams, procedures or grade appeals, and FSUs policies regarding sexual and racialharassment). Most o these policies can be ound in the Student Handbook, University General Bulletin , and FacultyHandbook.
http://learningforlife.fsu.edu/ctl/explore/onlineresources/[email protected]://learningforlife.fsu.edu/ctl/archive/indexMore12.cfmhttp://registrar.fsu.edu/bulletin/undergrad/info/student_services.htmhttp://facultyhandbook.fsu.edu/http://facultyhandbook.fsu.edu/http://facultyhandbook.fsu.edu/http://facultyhandbook.fsu.edu/http://registrar.fsu.edu/bulletin/undergrad/info/student_services.htmhttp://learningforlife.fsu.edu/ctl/archive/indexMore12.cfmhttp://learningforlife.fsu.edu/ctl/explore/onlineresources/[email protected]


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Teaching Assistant Supervisors Handbook P

Weekly MeetingsWeekly meetings with TAs are indispensable orcoordinating their work and addressing problemsand concerns as they arise during the course o thesemester. Teaching Associates would be e ectivediscussions leaders in these weekly sessions. Thistime could be used to:

Explain common student di culties withupcoming material and suggest speci c ways TAs should approach it in their discussion

sections.

Review the instructional purpose of each discussion section meeting and suggest teaching strategies that willsuccess ully achieve the objectives.

Provide opportunities for TAs to share successful teaching techniques. Many times TAs develop e ectivemethods on their own, but, unless their ideas are shared, only a ew students will bene t. These meetings arean appropriate orum in which to bring up suggestions or improving the course and passing on in ormationabout how well students are handling difcult parts o the course.

If TAs are expected to help develop and grade exams, talk about testing techniques and grading criteria at

these meetings. Ask TAs or sample test items and have the group discuss ways to improve them. I you areusing essay tests, ask the TAs to write model answers or each question and discuss their answers. Whetheror not TAs contribute to the construction o exams, it is essential that they all understand and agree upon thegrading criteria i they are to grade exams airly and accurately.

Grading One o the most common problems in using TAs as graders is not having uni ormity across graders. It is a goodidea to ask TAs to provide samples o A through F papers or you to check be ore grades are recorded. Some

supervisors require their TAs to grade papers together and compare samples o their A through F papers. Thissystem allows the more experienced TAs to teach the less experienced ones about grading. In the process o discussion, any disagreements about the criteria are worked out through consensus. I you choose this strategy, itis advisable or you to be present at least at the beginning o the grading session in case you need to clari y any o your expectations about the test or the grading process. Also, it may be advisable to have TAs grade papers romdiscussion sections other than their own to avoid the temptation to reward (or punish) students in their sections.


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eaching Teaching is a skill and the only way to acquire a skillis through practice. Over time, TAs should have theopportunity to practice all tasks associated withteaching, not just grading or leading discussions.Some departments have career ladders in whichgraduate students move gradually rom limitedassistantships to ull course responsibility. Anadditional training component is naming acourse coordinator or each course o ered by thedepartment. The course coordinator is responsible

or supervising and coordinating TAs and aculty whoare teaching the course.

Although these training components may not be practical in every department, aculty supervisors can involvetheir TAs in a variety o teaching activities within their own courses. You can choose three or our classes during thesemester that exempli y particular teaching techniques and use them as models or your TAs. Meet with your TAsthe day be ore class and explain what you hope to accomplish and how you plan to do it. You might wish to ocus onone element o teaching at a time, such as how to encourage student participation or how to deliver a stimulatinglecture. A ter the TAs have observed the class, meet with them and discuss their impressions o the strategies thatyou used and whether or not they were success ul.

TAs should have the opportunity to put their new knowledge into action as soon as possible. Ask them to lead thenext set o class discussions and observe their techniques. Repeat the process or lecturing or any other techniquethat you normally use in your courses. In any case, provide immediate and balanced eedback about theirper ormance, mentioning both strengths and weaknesses. All your comments should be directed toward helpingthem improve their classroom techniques and develop their teaching styles.


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Providing Support or As with Full Course Responsibility Training TAs at FSU varies across campus. Somedepartments at FSU have ormal training programsand some rely on programs o ered by the Program

or Instructional Excellence (PIE) , a unit o TheGraduate School . I you are supervising TAs who teachindependently, they need more comprehensive training,and this process should begin the semester be ore theyteach. In the event your department does not providegraduate students with an option o a teaching in thedisciplines course, PIE o ers an online general teachingseries or all graduate students rom all disciplines at nocost. For in ormation about this online series Basics o

Teaching @ FSU go to the PIE website.Some departments rely on the system o assigning acultymembers as mentors to individual TAs. Mentoring requires that the pro essor help the TA design the syllabus, select coursematerials, and develop e ective tests. Good mentors also observe the TAs classroom per ormance and provide eedback aspart o the training experience.

If a full- edged course is not practical for your department, PIE will help you develop a program that will meet yourparticular training needs.

Peer review/peer observation is used by some departments for the improvement of instruction in academia.Classroom observations are a good time-honored method o aculty evaluation, undertaken in most instances in

conjunction with other sources o eedback on teaching. Observation o TAs teaching by their peers can result inmore e ective teaching, particularly i the TA being observed participates in the process through sel -evaluationand through pre- and post-visit discussions with the observer. Because teaching is o ten a solitary occupation,the peer review/observation experience is a way of drawing together two professionals in the spirit of constructivedialogue. A peer review program can pair experienced TAs with inexperienced TAs, o ten resulting in a success uldepartmental program.

Regular meetings with TAs who have ull course responsibility are still advisable. O ten their problems are moreserious and difcult to solve than those or discussion leaders. For example, TAs who are teaching or the rsttime may impose impossibly high standards on their students. Even i the TAs classroom techniques are good,students can be rustrated, angry or demoralized i they believe the grading scheme is un air. Other TAs may set

very low standards and give high grades in the belie that they will get higher student evaluations. Also, some TAsunderestimate the amount o time it takes to teach a course independently, and, i they are at a crucial stage in thegraduate program, their academic careers may su er. TAs in these situations need your help or their pro essionalgrowth and development.
http://pie.fsu.edu/http://pie.fsu.edu/http://gradschool.fsu.edu/http://gradschool.fsu.edu/http://gradschool.fsu.edu/http://gradschool.fsu.edu/http://pie.fsu.edu/http://pie.fsu.edu/


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Providing Feedback and Evaluation TAs should know how their work will be monitored

and evaluated. Make sure they understand that thepurpose o evaluating their per ormance is to provide

eedback that will help them improve as instructorsand not to grade or punish them.

ObservationsPlan to observe your TAs at least once during thesemester, but, i you can a ord the time, two or more

observations, spaced well apart, would be better. TAs should know in advance the dates on which theywill be observed; their day-to-day per ormance will not di er markedly rom the times that they are observed, andknowing the dates will help to alleviate anxiety.

Another way to observe your TAs in action is to arrange or them to be videotaped by someone in your departmentand give the tape directly to the TA a terward. TAs can review their tapes privately using a checklist to evaluate theirper ormance. The orm is also a teaching device, because the items are based on e ective teaching practices.

You can view the tapes at your convenience and meet with the TAs individually to discuss their techniques. TAs canalso request videotaping on their own and, i they like, discuss their teaching with a member o the PIE sta .

Observations are most use ul when they ocus on speci c activities and provide concrete and speci c eedback rather than generalized statements about their per ormance. It is a good idea to use a checklist or other standardswhen observing your TAs (in person or on tape) so that you ocus on the most important elements o their teaching.As with all orms o evaluation, TAs should be given a copy o the orm be ore they are observed so they know thecriteria on which they will be judged.

In some departments, PIE Associates organize in ormal peer observations where TAs show each other theirvideotapes. This approach allows TAs to get eedback and advice in a nonthreatening environment.


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Early Feedback orInstructional Improvement Traditionally, student evaluations are administered atthe end o a course, when it is too late or the teacherto change anything. New teachers need to get early

eedback rom their students so they can makeadjustments in the structure o the course or theirteaching methods. The best time to conduct such anexercise is when the class is about one-third into thesemester, a ter both the teacher and the studentshave settled into the course routine. One simple

eedback exercise, TABS only takes ten minutes o class time and a TABS orm.

Mid-Semester Evaluations ABS Teaching Assessment by Students (TABS) is a ormative evaluation instrument, which is administered in the ourthto sixth week o the semester. It is intended as an individualized approach to improving instruction in the classroom. This instrument was developed to improve university teaching, the process provides the instructor with theopportunity to look at her/his teaching from the students perspective before the course is over.

A variety o instructors have participated in the TABS process. Teaching assistants and aculty curious about theteaching and learning process, those with special concerns or difculties, and those who want to take a generallook in the mirror have tried it. Instructors at almost every point in their careers have ound the process use ul andstimulating.

Directions to upload TABS into Blackboard

Summary We have suggested a variety o strategies or supervising and training teaching assistants in this handbook. Onlyyou can decide which strategies best match your teaching situation, conditions in your department, and the needso your TAs. Perhaps the most important point to remember about supervising TAs is your unction as a role model.I you demonstrate that you value teaching and constantly strive to improve your technique, your TAs will do thesame.

*Ideas and material have been adapted rom TAs and Pro essors as a Teaching Team: A Faculty Guide to TA Training & Supervision,

Center or Teaching and Learning, University o North Carolina at Chapel Hill.
http://learningforlife.fsu.edu/ctl/collaborate/modify/docs/UploadingTABS.pdfhttp://learningforlife.fsu.edu/ctl/collaborate/modify/docs/UploadingTABS.pdf


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PIE Associate Programas Departmental A raining Resource

The PIE Associate Program helps to improve teachingacross campus by helping departments enhance their TA training programs and establish interdisciplinaryconnections and community among graduate students atFSU. A PIE Associate is an experienced graduate studentteaching assistant (TA) nominated by his/her academicdepartment and trained by the Program or InstructionalExcellence (PIE). They serve as mentors or other TAs in the department and assist PIE with con erences and other events. ThePIE Associate receives a stipend o $2000 paid by The Graduate School or the academic year and is a liaison between PIE andindividual departments. The appointment carries obligations to both PIE and the department. For more in ormation visit thePIE website .

Appointment Responsibilities to PIE A primary responsibility is to serve as small group leaders and mentors during the PIE Teaching Conference.

Attendance at the two-day training is required o all PIE Associates the week be ore the con erence.

Attend university-wide workshops held during the academic year.

Attend PIE Associate group meetings scheduled during the academic year.

Serve on university committees such asPreparing Future Faculty (PFF) as agreed upon by the PIE Associate and PIECoordinator.

Appointment Responsibilities to the Department Assess the needs of the departments teaching assistants.

Design a program and write a proposal addressing identi ed needs.

Submit the design proposal to the department.

Schedule a meeting with the department liaison to present the proposal for approval.

Develop departmental training activities.

Evaluate departmental activities at the end of each semester. The evaluation report should include a

description o the departmental TA program, its evaluation by the departments TAs, and the Associatesrecommendations or training activities or next semester.
http://gradschool.fsu.edu/http://pie.fsu.edu/http://gradschool.fsu.edu/Professional-Development/Preparing-Future-Faculty-PFFhttp://gradschool.fsu.edu/Professional-Development/Preparing-Future-Faculty-PFFhttp://gradschool.fsu.edu/Professional-Development/Preparing-Future-Faculty-PFFhttp://pie.fsu.edu/http://gradschool.fsu.edu/


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Appendix A

Te University-Wide Standards or eaching Assistantsat Florida State University These are University-wide standards that any student must meet prior to assuming one o the various instructionalroles. These are meant to be University-wide minimum standards; departments may adopt additional or morestringent standards. Graduate programs which do not use graduate students in instructional roles would not bea ected by these standards. They are meant to cover the ormal use o teaching assistants in course instruction.Extra help sessions and voluntary tutorials in addition to regular class meetings would not normally all under theserequirements.

Certi cation o General eaching CompetenceEach semester in accordance with guidelines o the Commission on Colleges (SACS) and the standards outlinedin the ollowing sections, the Academic Dean o each College is required to certi y in writing to the Dean o theFaculties and the Dean o the Graduate School that each student who serves as a Teaching Assistant is competentto teach and, or International Teaching Assistants, that they are also competent to teach in spoken English.


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Minimum Requirements or Diferent Levels o Instruction1. Grader

- a program speci c statement o standards or graders

2. Proctor or Computerized Exams and Laboratories

- undergraduate majoring in the discipline

- PIE all con erence or departmental equivalent

- PIE workshop on Sexual Harassment or equivalent

(See below)

- supervision by the aculty member teaching the course

3. Lab section

- undergraduate majoring in the discipline

- speci c instruction in laboratory demonstration


- PIE workshop on Sexual Harassment or equivalent (see below)

- direct supervision by senior lab assistant /or faculty member in the teaching discipline

- planned and periodic evaluations o the teaching assistant

4. Recitation/discussion section

- undergraduate degree in discipline or related eld

- some graduate work completed or enrolled or

- PIE all con erence or departmental equivalent- PIE workshop on Sexual Harassment or equivalent (see below)

- direct supervision by aculty member in the teaching discipline


Course level types 5-8 presume the teaching assistant is providing the primary instruction in the course.

GeneralIt is recommended that each program has a discipline-speci c teaching manual or its teaching assistants to supplement theuniversity teaching manual, Instruction at FSU ; this manual can be viewed online or ordered as a print copy.
http://learningforlife.fsu.edu/ctl/explore/onlineresources/[email protected]://learningforlife.fsu.edu/ctl/explore/onlineresources/[email protected]


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5. Lower-level course

- 18 hours o graduate work in teaching discipline


- PIE workshop on Sexual Harassment or equivalent (see below)

- student participation in a teaching in the discipline course or equivalent departmental orientation



6. Liberal studies course

- 18 hours o graduate work in teaching discipline





- Upper-level non-major non-liberal studies course

- Masters degree or equivalent


- PIE workshop on Sexual Harassment or equivalent (see below)- student participation in a teaching in the discipline course or equivalent departmental orientation



8. Upper-level major course

- Masters degree or equivalent

- enrolled in doctoral level course work and strongly encouraged to have completed two semesterso doctoral level course work






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Certi cation o Spoken English or Graduate eaching AssistantsAs noted, above Academic Deans are required to certi y to the Dean o the Faculties and the Dean o the Graduate Schoolthat the TAs in the college are competent to teach. This statement should also include certi cation that all graduate TAs whosenative language is not English are competent to teach in spoken English.

All international graduate students who are not native speakers o English, and who are going to be TAs, should take theSPEAK test when they arrive on campus (as noted below, students who scored 26 or higher on the speaking portion o theIBTOEFL may be exempted rom taking the SPEAK test). The Center or Intensive English Studies (CIES) administers and scoresthe SPEAK test, CIES also o ers courses in spoken English (EAP courses). The SPEAK test is administered several times in theweek(s) prior to the beginning o each semester, and the scores are available within three to our days o the date the test isadministered. Departments are urged to take advantage o this opportunity to receive an initial estimate o speaking ability.In addition, the SPEAK is routinely administered as an end-o -term evaluation or students enrolled in EAP courses. TAs notenrolled in EAP courses may also take the test at that time. Course o erings, as well as test dates or SPEAK tests, are publishedin iers distributed periodically to departments, as well as via email to TA coordinators. This information is also available on thCIES web site .

The standards or certi cation o spoken English are as ollows:

A score of 50 or higher on the SPEAK test, or 26 or higher on the speaking portion of the IBTOEFL, certi es astudent to teach at any level.

A score of 45 certi es a student to teach at levels 1-2, and to teach at levels 3-4 if also enrolled in anappropriate CIES English language course.

In unique instances a Department Chair or Dean may appeal the application of these standards bysubmitting a request to the Dean o the Graduate School. The Dean o the Graduate School will convene acommittee to consider the request. The committee will consist o the Director o the FSU Center or IntensiveEnglish Studies; the Chair (or designee) o the Undergraduate Policy Committee; the person making theappeal; and the Dean o The Graduate School.
http://dof.fsu.edu/http://gradschool.fsu.edu/http://gradschool.fsu.edu/http://cies.fsu.edu/http://cies.fsu.edu/http://gradschool.fsu.edu/http://dof.fsu.edu/


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Equivalent Previous Experience and EmergenciesWith the exception o the 18-hours-in-the-discipline rule or primary instruction and in accordance with guidelinesprovided by the Commission on Colleges (SACS), the ollowing options will be available to deal with specialcircumstances:

A student, who through previous preparation or teaching experience has demonstrated knowledge and strongteaching skills, can be exempted rom some o the requirements in 3-8, as appropriate, by certi cation o theprogram chair.

In an emergency a department may appoint a graduate teaching assistant who has not met all the University-widerequirements or that level o appointment i there is an assurance that the student will meet the requirements by

the end o the term in which the student is teaching.

PIE Workshop on Sexual Harassment Policies and Equivalency University policy on sexual harassment training is provided by the Ofce o Audit Services . The ofce providestraining sessions at the PIE Teaching Con erence. In addition PIE sponsors a workshop in the spring usually duringthe second week o classes. Departments can also set up departmental training by contacting the Ofce o AuditServices, and this ofce also o ers training online. 1

Revised 4/2007 by the Graduate Policy Committee and approved by the Faculty Senate on 4/17/07.


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Appendix B

Principles o Best Practice or A Development 1. Best Practice Requires Administrative Support

Administrative support is essential to the success o student preparation activities at the graduate as well asthe undergraduate levels. It is at the administrative level that policy can be set, unds contributed, and rewardso ered. Administrators can provide stable and continuous centralized support while encouraging inter- andintra-campus collaboration.

2. Best Practice Encourages Across-Campus Liaison

Across-campus liaison is essential or the success ul preparation o graduate students to teach in classes,recitations, and laboratories during their graduate studies. This work could be viewed as an in-serviceapproach to making sure that undergraduates receive appropriate levels o instruction rom all levels o instructional sta . Graduate student government ofcers can work with the Graduate School and with theirdepartments to encourage teacher training or graduate students. Faculty rom all departments can assistwith TA training through centralized activities bringing their individual expertise to a broader universityaudience. Instructional sta can share ideas through listserves, through participation in teaching centeractivities, and through campus publications.

3. Best Practice Encourages Campus-Wide TA Development E orts

Centralized TA development programs provide continuity, the possibility o introducing new ideas to a widerange o departments, and support or graduate students whose departments provide little mentoring orteacher training. Centralized programs also can serve as catalysts to stimulate interest in and developmentaround teaching within the departments on campus.

4. Best Practice Requires Departmental TA Training

Departmental TA Training programs stimulate community, scholarship, and excellence in teaching within thediscipline. They give graduate students a home base rom which they can develop expertise in content-speci cpedagogy, learn technology that supports teaching in the discipline, and learn appropriate assessmenttechniques or the discipline. They support the research unction o graduate departments in the sense thatthey teach graduate student teachers to express the language o the discipline pro ciently and on a level

comprehensible to the general public.


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5. Best Practice Encourages Active Faculty Supervisors or Mentors or Graduate Students

In many graduate departments, graduate students have e ective research mentors who guide them overthe course o their studies. Sound TA development practice encourages mentorship o teaching that ollowsa continuum o responsibilities aced by graduate students as they progress through various roles orresponsibilities within the department. Faculty supervisors or teaching mentors view teaching, curriculumdevelopment, and the job search as aspects o graduate preparation that improve the departments overall

unction, while preparing graduate students or uture roles in their pro ession.

6. Best Practice Encourages Graduate Students to Engage in Their Own Pro essional Development

Graduate students must engage in their own personal and pro essional development and become activeparticipants in their own learning. I they truly want to serve in the pro ession, they must learn what teaching,research, and service mean within the context o their own and di erent institutions. They must build theirknowledge, skills, and per ormance levels and prepare themselves or success, not only in their research, butalso in their classrooms, on their campuses, and in their pro ession.

7. Best Practice Encourages Diversity in Personnel, Curricula, and Programs

Knowledge about and com ort with diversity is essential in the preparation o graduate student teachers, whoneed to be able to respond e ectively to all students. As preparers o materials, graduate student teachersneed to be aware o the pit alls inherent in a curriculum that is lacking in diversity and, conversely, o thebene ts that can be derived rom integrating diverse perspectives into their courses. As teaching assistantsor graduate student instructors on campus, they need to be aware o the continually growing diversity o undergraduate student populations. And, nally, they need to be able to encourage undergraduate students

rom underrepresented groups to pursue graduate education and careers as aculty.

8. Best Practice Encourages the Application o Theory in the Content o TA Development Programs

Many university researchers have developed theories about e ective ways to educate teachers and students.It is up to the TA developers to apply appropriate theories to their work with TAs. Research has demonstratedthat e ective postsecondary instructors understand the subject matter o their disciplines, the pedagogicalcontent o their disciplines, and pedagogical knowledge in general. TA development programs should addressthese three areas.

9. Best Practice Encourages E ective Program Evaluation

TA development programs support the teaching and learning mission o the institution and should

undergo regular program review just as other academic programs do. Departments should include their TA development programs in their program reviews. Data derived rom such evaluations should be used

ormatively to improve the programs. Program e ectiveness should be viewed in the short-term or its impacton undergraduate instruction and in the long-term or its e ect on graduates career success.

Border, L. L. B. (2006). Two inventories or best practice in graduate student development. Journal on Excellence in College Teaching,17 (1&2), 277-310.
http://www.cgsnet.org/portals/0/pdf/mtg_am06Border.pdfhttp://www.cgsnet.org/portals/0/pdf/mtg_am06Border.pdf


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Appendix C

Graduate AssistantshipsRecommendations or student and graduate assistant appointments originate in departmental ofces. See thePersonnel Procedures Manual or the details or processing.

M9182 Graduate Research Assistant

This Graduate Research Assistant shall be classi ed as a degree-seeking graduate student who per ormsresearch duties that are related to that students academic program. The appointee must be admitted to andmeet the requirements o The Graduate School, be ully admitted to a graduate degree program, and be underthe supervision o an appropriate graduate aculty member. EXAMPLE: A science student doing research in ascience lab.

M9184 Graduate Teaching Assistant

This Graduate Teaching Assistant shall be classi ed as a degree-seeking graduate student who has earned aminimum o 18 graduate credit hours and per orms primary teaching duties that are related to that studentsacademic program. The appointee must be admitted to and meet the requirements o the Graduate School,be ully admitted to a graduate degree program, and be under the supervision o an appropriate graduate

aculty member. EXAMPLE: A graduate student having ull instructional responsibilities or a credit class.

W9185 Graduate Assistant (Teaching)

This Graduate Assistant shall be classi ed as a degree-seeking graduate student who assists in the teaching

unction, but does not have primary responsibility or teaching. The appointee must be ully admitted to andmeet the requirements o the Graduate School, be ully admitted to a graduate degree program, and be underthe supervision o a graduate aculty member. EXAMPLES: Graders, tutors, recitation leaders, lab supervisors,assistant to aculty instructor.

Z9185 Graduate Assistant (Research)

This Graduate Assistant shall be classi ed as a degree-seeking graduate student who assists in a degree-related pro essional or academic research unction, but does not have primary responsibility or the task. Theappointee must be ully admitted to and meet the requirements o The Graduate School, be ully admitted to agraduate degree program, and be under the supervision o a graduate aculty member.

For more in ormation go to: Dean o the Faculties and Finance & Administration
http://dof.fsu.edu/http://vpfa.fsu.edu//http://vpfa.fsu.edu//http://dof.fsu.edu/


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Appendix DSample Outline or Departmental A Handbook I. Introduction

a. Purpose o handbook

II. General In ormation

a. TA roles

b. De nition and responsibilities o a teaching assistant (TA)

c. Criteria or appointment as a teaching assistant

III. FSU Policies and procedures governing the teaching assistantship

a. University-wide TA standards

b. Ethics and unacceptable conduct

c. Students with disabilities

d. Con dentiality o student records

e. Sexual harassment policy

. Academic honor code

g. Student attendance

h. Family Education Right & Privacy Act (FERPA)

i. Copyright

IV. Administration

a. Organization o department

V. Department Policies and Procedures

a. Student attendance

b. Instructor attendance

c. Tardiness

d. Religious holidays


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g. Teaching tips

i. time management

ii. prioritizing

VIII. Grades and Grading Practices

a. Posting student grades

b. Grade appeals

c. Fairness and consistency

d. Returning papers and exams

e. Late papers and incompletes

IX. Your Teaching File

a. SPOT orms

b. TA per ormance evaluations

X. Resources

a. The Graduate School

b. Program or Instructional Excellence (PIE)

c. Preparing Future Faculty (PFF)

XI. Index o Appendices

a. Sexual harassment policy

b. Academic honor code policy

c. University-wide TA standards

d. TA evaluation orm


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Appendix E

Campus ResourcesCareer Center : has many resources to assist in achieving career-related goals as you ollow your path through graduateschool. The sta can help you identi y tools associated with the job search, credentials, internships, job listings, career expos,marketing your skills, professional associations, relocation information, executive search rms, life changes/transitions, and

nancial aid resources.http://www.career.fsu.edu/

Center or Assessment & Testing (CAT) : o ers a range o scanning services to persons and units within the University, as wellas to the community in general. The University requires instructors ( aculty, adjuncts, and graduate assistants) who teachundergraduate or graduate courses with ten or more students in all and spring terms to administer course evaluations.http://cat.fsu.edu

Center or Intensive English Studies (CIES) : teaches English to international citizens rom all parts o the world and is known asthe school where the world comes to learn English.http://cies.fsu.edu/

The Program or Instructional Excellence (PIE) : supports the FSU graduate student teaching community in pursuit o instructional excellence by providing a broad range o instructional support services designed or all types o teaching ormats.http://pie.fsu.edu

Dean o the Faculties : serves aculty members by providing in ormation about academic policies, administering personnelactivities related to the University Faculty, and acilitating the operation o the Faculty Governance System at The Florida State

University. One o these academic policies, The Academic Honor Policy, outlines the Universitys expectations or studentsacademic work, the procedures or resolving alleged violations o those expectations, and the rights and responsibilities o students and aculty throughout the process.http://www.fsu.edu/~dof/

The Graduate School : supports graduate students in every program. The sta provides assistance in academic matters,advice on University-wide degree requirements, in ormation on the availability o nancial assistance including assistantships,

ellowships and scholarships, as well as approval or theses and dissertations.http://www.gradstudies.fsu.edu/

Human Resources : is responsible or all aspects o employment-related services including recruitment and hiring, new

employee orientation, diversity compliance, labor relations, training and development, bene ts administration, developingand implementing HR policies and procedures.http://www.hr.fsu.edu/

The Ofce o Audit Services : is responsible or investigating any complaints o sexual harassment.http://www.auditservices.fsu.edu/
http://www.career.fsu.edu/http://learningforlife.fsu.edu/cat/http://cies.fsu.edu/http://pie.fsu.edu/http://dof.fsu.edu/http://gradschool.fsu.edu/http://hr.fsu.edu/http://www.auditservices.fsu.edu/index.htmlhttp://www.auditservices.fsu.edu/index.htmlhttp://hr.fsu.edu/http://gradschool.fsu.edu/http://dof.fsu.edu/http://pie.fsu.edu/http://cies.fsu.edu/http://learningforlife.fsu.edu/cat/http://www.career.fsu.edu/


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Ofce o Research : provides aculty, sta and students with support or per orming research and creative activities

http://www.research.fsu.edu/

Preparing Future Faculty (PFF) :assists doctoral students (and others headed toward academic careers) to get ready or acultywork.http://gradstudies.fsu.edu/Professional-Development/Preparing-Future-Faculty-PFF

Program or Instructional Excellence (PIE) : is a teaching resource or graduate student teaching assistants (TAs) anddepartments. It is important to prepare TAs, not only to ensure immediate high-quality classroom instruction but also toprepare them or teaching careers when they have completed their degrees.http://pie.fsu.edu

Technology Enhanced Classroom (TEC) :o ers classroom support or equipment that is available in TEC classrooms. You mustsign up or an account to be able to sign onto any TEC computer on campus.http://tecs.fsu.edu/

University Counseling Center (UCC) : is a department within the Division o Student A airs that provides con dentialpsychological counseling and consultation services to currently enrolled FSU students. The center o ers brie counseling andtherapy to support students growth and help them optimize their emotional, interpersonal and intellectual development.http://counseling.fsu.edu/

University Registrar : is where to nd FERPA in ormation. Each semester The Florida State University publishes in ormation orstudents and the public regarding their rights and protection o their education records under the Family Educational Rights

and Privacy Act o 1974, as amended.http://registrar.fsu.edu/services/sta /ferpa_info.htm
http://www.research.fsu.edu/http://gradschool.fsu.edu/Professional-Development/Preparing-Future-Faculty-PFFhttp://pie.fsu.edu/http://condor.tecad.fsu.edu/http://counseling.fsu.edu/http://registrar.fsu.edu/http://registrar.fsu.edu/http://counseling.fsu.edu/http://condor.tecad.fsu.edu/http://pie.fsu.edu/http://gradschool.fsu.edu/Professional-Development/Preparing-Future-Faculty-PFFhttp://www.research.fsu.edu/

ta supervisors handbook 2010

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