This page gathers notes and thoughts about this meeting.<\/p>\n
Facilitated activities:<\/h1>\nWhy should we offer training for returning TAs?<\/h2>\n\n- \n
\n- Help them break some bad habits<\/li>\n
- Help them assess their success<\/span><\/li>\n
- Deepen their learning<\/span><\/li>\n
- Professional Development<\/span><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
Challenges with Programming for Returning TAs<\/h2>\n\n- \n
\n- redundancies in the TA Training program from year to year<\/li>\n
- needing to scale up competency level<\/span><\/li>\n
- Pro D needs of returning TAs<\/span><\/li>\n
- Motivation to attend<\/span><\/li>\n
- Being able to meet the demand (esp, if you don’t have enough resources)<\/span><\/li>\n
- Institutional support around teaching<\/span>\n
\n- Unit culture that values teaching<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\n- <\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
Needs of Returning TAs<\/h2>\n
![\"\"](\"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/files\/2019\/04\/Needs-of-Returning-TAs.jpg\")
<\/p>\n<\/figcaption><\/figure>\nSample Programs for Returning TAs<\/h1>\nProgram 1<\/b><\/span><\/h3>\nGoals of the program<\/b>:<\/p>\n\n- Develop mentorship\/leadership skills among returning TAs.<\/li>\n<\/ul>\n
\n- \n
\n- \u2192 Motivation – commitment to ongoing learning<\/dd>\n<\/dl>\n<\/dd>\n<\/dl>\n
Components of the program:<\/b><\/p>\n\n- Returning TA Training and orientation re: mentorship (theory and skills)<\/li>\n
- Matching b\/w mentor\/mentee for term<\/li>\n<\/ul>\n
\n- \n
\n- \n
\n- consistency\/relationship and match teaching environment<\/li>\n
- TA Training coordinator matches\/facilitates program<\/span><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n<\/dd>\n<\/dl>\n
\n- Check-in CoP – “How is it going?” (for mentors)<\/li>\n
- Check-in b\/w mentee-mentor<\/li>\n
- Peer review of mentoring<\/li>\n
- Ongoing feedback (between mentors; mentor-mentee; mentee-students; and faculty-mentee (if on board)<\/li>\n<\/ul>\n
Logistics:<\/b>(When? How long? Who will run the program? What’s needed?)<\/p>\n
When:<\/p>\n
\n- \n
\n- Orientation\/training \u2192 Aug (Half day\/ ~ 4 hrs)<\/li>\n
- Mentee-Mentor\u2192 term (Sept – Dec \/ Jan – May)<\/span><\/li>\n
- Check-in sessions \u2192 mid-term ( ~ 2hrs)<\/span><\/li>\n
- Feedback \u2192 ongoing<\/span><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
What’s needed?:<\/p>\n
\n- \n
\n- FOOD<\/li>\n
- Faculty- buy-in (i.e: if TAs are paid to attend training)<\/span><\/li>\n
- Tangible incentive<\/span><\/li>\n<\/ul>\n
\n- \n
\n- getting paid for training<\/li>\n
- letter of recognition<\/li>\n<\/ul>\n<\/li>\n
- CTLT support (re:training)<\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
Program 2<\/b><\/span><\/h3>\nGoals of the program<\/b>:<\/p>\n\n- Integrate TAship into broader Prof path<\/li>\n
- Teaching and learning\/ Scholarship\/Research<\/li>\n
- Novice \u2192<\/span> Expert<\/li>\n<\/ul>\n
Components of the program:<\/b><\/p>\n\n- Mentorship Program<\/li>\n
- ProD Plan (ie: teaching portfolio)<\/li>\n
- Workshops:<\/li>\n<\/ul>\n
\n- \n
\n- Orientation session<\/li>\n
- Departmental ISW<\/span><\/li>\n
- Mentoring<\/span><\/li>\n
- Teaching Portfolio<\/span><\/li>\n
- TA dev. Plan<\/span><\/li>\n
- Team\/group management<\/span><\/li>\n
- Why TA? value of TAship<\/span><\/li>\n
- Communication upstream –> advocacy<\/span><\/li>\n
- Facilitation<\/span><\/li>\n
- Lesson planning\/Design<\/span><\/li>\n
- Mini-lesson practice (departmental)<\/span><\/li>\n
- Community of practice (run by GTAs)<\/span><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
Logistics:<\/b>(When? How long? Who will run the program? What’s needed?)<\/p>\n\n- \n
\n- CTLT support<\/li>\n
- Department support<\/span><\/li>\n
- Collaboration with other departments<\/span><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
Program 3<\/b><\/span><\/h3>\nGoals of the program<\/b>:<\/p>\n\n- Motivating and showing value of TAship –> situating in larger career goals\n
\n- \n
\n- ensure program is applicable to their experience\/tasks<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n
- Navigating competing demands (TAship\/research\/etc)<\/li>\n<\/ul>\n
\n- <\/dd>\n<\/dl>\n
Components of the program:<\/b><\/p>\n\n- @TA orientation – what is the value of TAship\/ professional development\n
\n- \n
\n- to new TAs: Why come back later?<\/li>\n
- showing a pathway of ProD<\/span><\/li>\n
- framing TAship position in their career
\n<\/span>(how to choose sessions)<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n- <\/dd>\n<\/dl>\n
\n- Reflective modules – in each session (10 min)\n
\n- \n
\n- “how will this be used in your future career?research?”<\/li>\n
- provide focus on SKILLS\u2192 “How would I describe on my CV?”<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
\n- <\/dd>\n<\/dl>\n
\n- TAship in research\/career module (for senior TAs) – end of year
\n(What have you developed (Skills) and what do you want to work on next year?) — (Motivate for new sessions)<\/span><\/li>\n<\/ul>\n\n- \n
\n- How will you talk about your skills?\n
<\/dl>\n<\/li>\n
- What have you learned?\n
<\/dl>\n<\/li>\n
- -How apply to research?<\/li>\n
- -How use in career?<\/li>\n
- How will this appear on your CV?<\/li>\n
- What do you want to develop further in?\n
<\/dl>\n<\/li>\n
- How will you identify future ProD?<\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
Logistics:<\/b>(When? How long? Who will run the program? What’s needed?)<\/p>\n\n- Simplified, these are modifications for Exp TAs in existing programs<\/li>\n
- Could be run with multi-departments<\/span><\/li>\n
- TAship in research\/career module (for senior TAs)<\/span><\/li>\n<\/ul>\n
\n- \n
\n- \n
\n- offered for senior TAs and offered at the end of the year<\/li>\n
- possible shared (multi-dept)<\/li>\n
- collects reflections from each session<\/li>\n
- could include new TAs – “Along for the ride’ but mostly targeting senior TAs<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
Returning TAs Facilitators: Kyle Gooderham; Shaya Golparian This page gathers notes and thoughts about this meeting. Facilitated activities: Why should we offer training for returning TAs? Help them break some bad habits Help them assess their success Deepen their learning Professional Development Challenges with Programming for Returning TAs redundancies in the TA Training program from […]<\/p>\n","protected":false},"author":10961,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-245","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/pages\/245","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/users\/10961"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/comments?post=245"}],"version-history":[{"count":7,"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/pages\/245\/revisions"}],"predecessor-version":[{"id":254,"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/pages\/245\/revisions\/254"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/media?parent=245"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- \n
- \n
- \n
- Help them break some bad habits<\/li>\n
- Help them assess their success<\/span><\/li>\n
- Deepen their learning<\/span><\/li>\n
- Professional Development<\/span><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
Challenges with Programming for Returning TAs<\/h2>\n
- \n
- \n
- \n
- redundancies in the TA Training program from year to year<\/li>\n
- needing to scale up competency level<\/span><\/li>\n
- Pro D needs of returning TAs<\/span><\/li>\n
- Motivation to attend<\/span><\/li>\n
- Being able to meet the demand (esp, if you don’t have enough resources)<\/span><\/li>\n
- Institutional support around teaching<\/span>\n
- \n
- Unit culture that values teaching<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
- \n
- <\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
Needs of Returning TAs<\/h2>\n
<\/p>\n<\/figcaption><\/figure>\n Sample Programs for Returning TAs<\/h1>\n
Program 1<\/b><\/span><\/h3>\n
Goals of the program<\/b>:<\/p>\n
- \n
- Develop mentorship\/leadership skills among returning TAs.<\/li>\n<\/ul>\n
- \n
- \n
- \n
- \u2192 Motivation – commitment to ongoing learning<\/dd>\n<\/dl>\n<\/dd>\n<\/dl>\n
Components of the program:<\/b><\/p>\n
- \n
- Returning TA Training and orientation re: mentorship (theory and skills)<\/li>\n
- Matching b\/w mentor\/mentee for term<\/li>\n<\/ul>\n
- \n
- \n
- \n
- \n
- \n
- consistency\/relationship and match teaching environment<\/li>\n
- TA Training coordinator matches\/facilitates program<\/span><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n<\/dd>\n<\/dl>\n
- \n
- Check-in CoP – “How is it going?” (for mentors)<\/li>\n
- Check-in b\/w mentee-mentor<\/li>\n
- Peer review of mentoring<\/li>\n
- Ongoing feedback (between mentors; mentor-mentee; mentee-students; and faculty-mentee (if on board)<\/li>\n<\/ul>\n
Logistics:<\/b>(When? How long? Who will run the program? What’s needed?)<\/p>\n
When:<\/p>\n
- \n
- \n
- \n
- Orientation\/training \u2192 Aug (Half day\/ ~ 4 hrs)<\/li>\n
- Mentee-Mentor\u2192 term (Sept – Dec \/ Jan – May)<\/span><\/li>\n
- Check-in sessions \u2192 mid-term ( ~ 2hrs)<\/span><\/li>\n
- Feedback \u2192 ongoing<\/span><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
What’s needed?:<\/p>\n
- \n
- \n
- \n
- FOOD<\/li>\n
- Faculty- buy-in (i.e: if TAs are paid to attend training)<\/span><\/li>\n
- Tangible incentive<\/span><\/li>\n<\/ul>\n
- \n
- \n
- \n
- getting paid for training<\/li>\n
- letter of recognition<\/li>\n<\/ul>\n<\/li>\n
- CTLT support (re:training)<\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
Program 2<\/b><\/span><\/h3>\n
Goals of the program<\/b>:<\/p>\n
- \n
- Integrate TAship into broader Prof path<\/li>\n
- Teaching and learning\/ Scholarship\/Research<\/li>\n
- Novice \u2192<\/span> Expert<\/li>\n<\/ul>\n
Components of the program:<\/b><\/p>\n
- \n
- Mentorship Program<\/li>\n
- ProD Plan (ie: teaching portfolio)<\/li>\n
- Workshops:<\/li>\n<\/ul>\n
- \n
- \n
- \n
- Orientation session<\/li>\n
- Departmental ISW<\/span><\/li>\n
- Mentoring<\/span><\/li>\n
- Teaching Portfolio<\/span><\/li>\n
- TA dev. Plan<\/span><\/li>\n
- Team\/group management<\/span><\/li>\n
- Why TA? value of TAship<\/span><\/li>\n
- Communication upstream –> advocacy<\/span><\/li>\n
- Facilitation<\/span><\/li>\n
- Lesson planning\/Design<\/span><\/li>\n
- Mini-lesson practice (departmental)<\/span><\/li>\n
- Community of practice (run by GTAs)<\/span><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
Logistics:<\/b>(When? How long? Who will run the program? What’s needed?)<\/p>\n
- \n
- \n
- \n
- CTLT support<\/li>\n
- Department support<\/span><\/li>\n
- Collaboration with other departments<\/span><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
Program 3<\/b><\/span><\/h3>\n
Goals of the program<\/b>:<\/p>\n
- \n
- Motivating and showing value of TAship –> situating in larger career goals\n
- \n
- \n
- \n
- ensure program is applicable to their experience\/tasks<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n
- Navigating competing demands (TAship\/research\/etc)<\/li>\n<\/ul>\n
- \n
- <\/dd>\n<\/dl>\n
Components of the program:<\/b><\/p>\n
- \n
- @TA orientation – what is the value of TAship\/ professional development\n
- \n
- \n
- \n
- to new TAs: Why come back later?<\/li>\n
- showing a pathway of ProD<\/span><\/li>\n
- framing TAship position in their career
\n<\/span>(how to choose sessions)<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n- \n
- <\/dd>\n<\/dl>\n
- \n
- Reflective modules – in each session (10 min)\n
- \n
- \n
- \n
- “how will this be used in your future career?research?”<\/li>\n
- provide focus on SKILLS\u2192 “How would I describe on my CV?”<\/span><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n
- \n
- <\/dd>\n<\/dl>\n
- \n
- TAship in research\/career module (for senior TAs) – end of year
\n(What have you developed (Skills) and what do you want to work on next year?) — (Motivate for new sessions)<\/span><\/li>\n<\/ul>\n- \n
- \n
- \n
- How will you talk about your skills?\n
- <\/dl>\n<\/li>\n
- What have you learned?\n
- <\/dl>\n<\/li>\n
- -How apply to research?<\/li>\n
- -How use in career?<\/li>\n
- How will this appear on your CV?<\/li>\n
- What do you want to develop further in?\n
- <\/dl>\n<\/li>\n
- How will you identify future ProD?<\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
Logistics:<\/b>(When? How long? Who will run the program? What’s needed?)<\/p>\n
- \n
- Simplified, these are modifications for Exp TAs in existing programs<\/li>\n
- Could be run with multi-departments<\/span><\/li>\n
- TAship in research\/career module (for senior TAs)<\/span><\/li>\n<\/ul>\n
- \n
- \n
- \n
- \n
- \n
- offered for senior TAs and offered at the end of the year<\/li>\n
- possible shared (multi-dept)<\/li>\n
- collects reflections from each session<\/li>\n
- could include new TAs – “Along for the ride’ but mostly targeting senior TAs<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"
Returning TAs Facilitators: Kyle Gooderham; Shaya Golparian This page gathers notes and thoughts about this meeting. Facilitated activities: Why should we offer training for returning TAs? Help them break some bad habits Help them assess their success Deepen their learning Professional Development Challenges with Programming for Returning TAs redundancies in the TA Training program from […]<\/p>\n","protected":false},"author":10961,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-245","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/pages\/245","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/users\/10961"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/comments?post=245"}],"version-history":[{"count":7,"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/pages\/245\/revisions"}],"predecessor-version":[{"id":254,"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/pages\/245\/revisions\/254"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/tatrainingworkshops\/wp-json\/wp\/v2\/media?parent=245"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
- \n
- TAship in research\/career module (for senior TAs)<\/span><\/li>\n<\/ul>\n
- How will you talk about your skills?\n
- \n
- TAship in research\/career module (for senior TAs) – end of year
- <\/dd>\n<\/dl>\n
- \n
- Reflective modules – in each session (10 min)\n
- framing TAship position in their career
- \n
- @TA orientation – what is the value of TAship\/ professional development\n
- <\/dd>\n<\/dl>\n
- \n
- Collaboration with other departments<\/span><\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
- Mentoring<\/span><\/li>\n
- \n
- Tangible incentive<\/span><\/li>\n<\/ul>\n
- Check-in sessions \u2192 mid-term ( ~ 2hrs)<\/span><\/li>\n
- \n
- \n
- \n
- \u2192 Motivation – commitment to ongoing learning<\/dd>\n<\/dl>\n<\/dd>\n<\/dl>\n
- \n
- Develop mentorship\/leadership skills among returning TAs.<\/li>\n<\/ul>\n
- <\/li>\n<\/ul>\n<\/dd>\n<\/dl>\n
- Pro D needs of returning TAs<\/span><\/li>\n
- Deepen their learning<\/span><\/li>\n