TA-Instructor Compact

It’s important that TAs feel confident and empowered in their duties. A clear, detailed discussion at the beginning of the semester between TAs and the instructor(s) they’re working with can avoid confusion and help everyone achieve their instructional goals. Most instructors already have a discussion about TA duties, and many topics on this sheet are usually covered. This guide can be especially helpful for new TAs who may not have the teaching experience to know what they should discuss with their instructor. Feel free to make a copy of this document and take notes on it during your first meeting. 

Course Logistics

• Verify the TA has been assigned to the correct course, including day and time.
• How many students will the TA be responsible for?
• What are the objectives of the course? Is it a prerequisite for majors? General education for non-majors?
• Who will supervise the TA? How? How often will you meet?
• Will there be other TAs for the course?
• Are there any policies that have flexibility, such as late penalties or attendance? Can the TA handle these cases, or should they be referred to the instructor?
• Will you have free instructor access to course materials, such as textbooks, online homework platforms, etc.?
• If there are multiple instructors, how will it be ensured that grading and course policies are kept the same throughout the semester? Are there any 

TA Duties

• How will the responsibilities of the course be divided between the TA, the supervisor, and (if applicable) other TAs?
• What will be the TA’s responsibilities? Will the TA:
  • Lead discussions regularly? Occasionally? When the instructor is absent? Never?
  • Lecture regularly? Occasionally? When the instructor is absent? Never?
  • Tutor and/or give individual assistance?
  • Organize group help/review sessions?
  • Conduct/supervise laboratory exercises?
  • Keep track of and obtain supplies and materials?
  • Give demonstrations?
  • Prepare for/clean up after labs?
  • Use classroom technology, like projectors, microphones, or classroom desktops? Be responsible for getting/returning this equipment?
  • Attend lectures? If so, how often? If not, how will the TA be updated on course progress?
  • Prepare course materials (such as syllabi, exams, quizzes, manuals, guides, assignments, experiments)?
  • Review exam questions?
  • Canvas administration, including posting grades, announcements, or course materials such as class recordings or powerpoints?
• Proctoring: If the TA is a lab TA, will they be expected to help proctor the exams for the lecture section of the course?
• Discuss the TA’s office hours: how many hours should the TA hold per week? When? Where? Should they coordinate with the instructor’s office hours?
• What should the TA do if they are beginning to work more than 20 hours a week?

Communicating TA duties to Students

In the syllabus, instructors can communicate to students what items they should contact their TA for and what topics should be handled with the instructor. This can be inserted below the TA’s contact information and office hours. It is helpful to define and differentiate areas of responsibility so that students know who to contact with different concerns. 

Grading

• What assignments will be graded by the TA?
• Will the TA be given a rubric? Are they expected to develop their own rubric?
• If there are multiple TAs in the course, how will grading be standardized between them?
• In what timeframe should TAs return grades to students?
  • When should a TA let the instructor know if they are falling behind in grading? How should this be communicated to students?

Evaluation and Professional Development

• How will the TA be evaluated in the semester?
  • Feedback from instructor
  • Teaching observation
  • End-of-semester course evaluation from students
• What opportunities are there for professional development of the TA in this course, like being the Lead TA if there are multiple TAs, etc?
• Are there any special projects that TAs can volunteer for in the class if they are working under 20 hours a week, such as improving the accessibility of course materials or applying for the SOLS Inclusive Teaching Fellowship to review and improve course materials?

Materials adapted from content originally published in the ASU Graduate College 2017 TA/RA Handbook.