Developing and Managing a TA Team
Developing and managing a teaching team involves considering a range of factors that contribute to an effective, well-functioning community of teachers. Key areas include establishing clear roles and responsibilities, fostering open communication, promoting collaboration, and supporting professional growth. Attention to these elements helps create a cohesive team environment that aligns with course learning outcomes and tutorial learning outcomes, ensures consistency in teaching practices, and empowers your team of Teaching Assistants (TAs) to deliver high-quality learning experiences.
Understanding Course Outcomes and Structure
TAs need a clear sense of how tutorials/labs fit into the overall course design. This includes understanding the course learning outcomes, the role of tutorials in reinforcing or extending lecture content, and how assessments align with these goals. When TAs grasp the big picture, they can make informed decisions about how to facilitate learning and support students effectively.
Consider addressing the following areas:
- Review key learning outcomes with your Tas: What are the goals of the course, and what are the specific learning outcomes for tutorials or labs?
- Clarify teaching responsibilities: What kinds of activities will TAs lead? (This will also help determine what training they need.)
- Explain how TAs fit into the course structure: How does their work contribute to achieving course objectives?
- Identify areas of responsibility: Are TAs directly responsible for any portion of the course?
- Outline student support expectations: Are TAs responsible for helping with skills development (e.g., writing, research)? Where should they refer students in difficulty or crisis?
- Define student responsibilities: What are students expected to do in tutorials or labs?
- Clarify your obligations to TAs: What support and guidance will you provide?
Mutual Expectations
Establishing what you expect from TAs—and what they can expect from you—helps ensure transparency, reduces misunderstandings, and supports student success.
Consider addressing the following areas:
- Your Expectations of TAs:
- Preparedness and competence: TAs should come prepared for tutorials/labs and demonstrate a solid understanding of the course content.
- Professionalism: This includes punctuality, reliability, and appropriate conduct both in class and when interacting with other TAs.
- Classroom behaviour: How should TAs engage with students during sessions? What tone and approach are expected?
- Outside-class conduct: Expectations for email communication, responsiveness, and availability.
- Quality of feedback: Standards for grading and providing constructive, timely feedback to students.
- Your Expectations of Students:
- In-class conduct: How should students behave during tutorials/labs?
- Course progression: What does successful progress through the course look like? Are there common challenges or “roadblocks” students should anticipate?
- Definition of success: Share your perspective on what student success means in this course.
- Give TAs a realistic picture of the student population they will be working with—class size, diversity of backgrounds, and any common challenges.
- What TAs Can Expect from You:
- Support and guidance: Clarify how you will provide mentorship, answer questions, and assist with challenges.
- Resources and training: Outline what training or materials you’ll make available.
- Communication: Set expectations for how and when you’ll be available for consultation.
Professional Boundaries
Establishing clear professional boundaries is essential for maintaining integrity, fairness, and a positive learning environment. TAs should understand the limits of their responsibilities and the procedures for handling sensitive situations. The following points outline key expectations to ensure consistency and professionalism in their interactions with students and in their role within the course team.
Consider addressing the following areas:
- Course policies and authority: TAs cannot change due dates or design tests or assignments on their own. Explain that there are established procedures for any changes to the syllabus or course policies, and they must follow these unless you explicitly authorize exceptions.
- Academic integrity: TAs are not permitted to handle cases of suspected plagiarism independently. Provide clear instructions on what steps to take if they encounter potential academic misconduct.
- Maintaining professional boundaries with students: Offer guidance on appropriate communication and interactions with students, including avoiding favouritism and maintaining respectful, professional relationships.
- Conflict of interest: Advise TAs to inform you immediately if they identify a possible conflict of interest with a student (e.g., prior personal relationship). Share the TATP resource on Avoiding Conflicts of Interest to support compliance.
- Romantic or sexual relationships: Remind TAs that romantic or sexual relationships with students are strictly prohibited under university policy.
- Working relationship with you: Clarify how TAs should communicate with you and, if applicable, the Lead TA or course coordinator. Outline expectations for reporting issues, seeking guidance, and collaborating effectively.
Description of Duties
Ambiguity around TA duties can lead to confusion and workload issues. Clearly outlining responsibilities—such as leading tutorials, grading assignments, holding office hours, and supporting labs—ensures alignment with the Description of Duties and Allocation of Hours (DDAH) form. This clarity helps TAs manage their time and meet expectations while complying with the Collective Agreement.
Consider addressing the following areas:
Training
- First-time TAs must receive 4 hours of paid training (mandatory), and they can also request an additional 4 hours of training (optional). Job Training information is available on the TATP website.
- TAs who lead tutorials or labs must receive training that is directly relevant to the instructional focus of the tutorial/lab. This means you should identify which of the university’s tutorial categories your TAs should be trained in: discussion-based tutorials, labs/practicals, review tutorials, or skills development.
- Course-specific information should be provided in a pre-course meeting.
- Will there be any additional training required (e.g., on specific educational technologies)?
- Relevant, key departmental, divisional, and institutional policies and procedures must be communicated to TAs. When the TAs receive this information, either at the mandatory training session or the pre-course meeting, have them sign to acknowledge receipt of any hard-copy information.
- Consider getting a senior TA involved in training and pre-course meeting, if possible.
Preparation
- Clarify what TAs are expected to know beforehand.
- Prep time should cover instructional material preparation, not learning subject content.
- How much time should it take to prepare a typical lab/tutorial section/class?
- How much time should it take to prepare a quiz/test/essay question/exam?
- Share strategies for time management (both for preparing realistic content and managing time during sessions).
- Provide sample lesson plans or assignments as models, if possible.
- If you decide to integrate educational technologies or specialized software, ensure that TAs have resources and knowledge to navigate these tools.
Contact
- Describe what counts as “contact time” with students.
- Specify expectations for office hours:
- When and how they should be conducted
- What should happen during office hours
- Clarify policies on:
- Meeting students in informal settings (e.g., cafes, libraries)
- Email communication limits (consider setting time or volume limits)
- Grading assignments submitted via email attachments
- Indicate whether TAs must attend lectures (include this in the DDAH form).
Grading
- Provide clear instructions and guidelines for evaluating assignments.
- Develop (or co-develop with your TAs) and share rubrics where applicable.
- Offer sample graded assignments (anonymized or created for training).
- If possible, organize a group grading session before the first major assignment or exam:
- TAs grade individually, then discuss feedback and marks collectively.
- Encourage justification of comments and grades for consistency.
Other Duties
- Exam invigilation/proctoring
- Designing mid-term or final exams
- Assignment or test design
- Managing discussion boards or student questions on Quercus
- Serving as a “Lead TA”
- Preparing study guides or manuals
- Uploading grades or managing course materials online
- Photocopying
Effective Communication
Strong communication between instructors, TAs, and students is essential for a smooth teaching and learning experience. TAs should know how to communicate professionally about grading, deadlines, and classroom concerns. Instructors can model and encourage open dialogue, creating a culture where questions and feedback are welcomed, and issues are addressed promptly.
- How will you stay in touch with your TAs?
- Is there a Quercus community (or Teams channel) set up for course TAs?
- How often should you check in with TAs and they with you?
- How should TAs communicate with students? What constitutes acceptable or unacceptable discourse?
- TAs should acknowledge all course information and official documents received, if possible, in writing.
Consider offering an Email Etiquette (unless your department has a specific email policy):
- Recommend that TAs adopt office email etiquette—assume that messages are public and could be read by anyone; all messages should have a professional tone; messages should be brief.
- TAs should acknowledge all emails from you and from their students. They don’t need to answer every message, but a brief acknowledgement should be sent.
- Recommend to TAs that they:
- Be concise, polite
- Avoid teaching complex or well-lectured material via email
- Never argue via email
Inclusive and Accessible Teaching
When preparing TAs for their roles, it’s important to integrate principles of inclusivity and accessibility into your planning. This ensures that tutorials, labs, and student interactions reflect the university’s commitment to equity and belonging.
Consider addressing the following areas:
- Accessibility compliance: Ensure all course materials (slides, handouts, online resources) meet U of T’s accessibility standards and are provided in accessible formats. Confirm that TAs understand how to use accessibility features on platforms such as Quercus and Zoom.
- Inclusive language and examples: Model and encourage the use of inclusive language that respects diverse identities and perspectives. Review examples and case studies used in tutorials to ensure they reflect diversity and avoid stereotypes.
- Supporting diverse participation: Share strategies with TAs for encouraging participation from all students, including those who may be hesitant or marginalized. Discuss approaches for managing group dynamics and creating a welcoming environment.
- Accommodation and communication: Inform TAs about the process for handling accommodation requests and the importance of communicating with you before implementing any changes. Reinforce that accommodations must align with approved strategies from institutional accessibility services.
- Fostering equity and belonging: Emphasize the TA’s role in creating a respectful and supportive learning environment. Provide guidance on addressing microaggressions or inappropriate behaviour in tutorials/labs. Share the TATP’s numerous resources on Accessible, Inclusive, and Equitable Teaching.