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Graduate Teaching Assistant (GTA) Professional Development & Mentoring Recognition 

Lead Officer: Mercy, PGT and International Officer

What is the issue about?

Graduate Teaching Assistants (GTAs) are at the frontline of the student experience, as they lead seminars and interact closely with both undergraduate and postgraduate students. However, there is currently no consistent or unified framework for GTA professional development and mentoring across the institution. Opportunities, training, and support vary between departments. 

The absence of a clear framework also means that support is not always aligned with the specific needs of GTAs or with what would best enable them to provide a high-quality experience for students. 

Research students want an integration of professional development opportunities within the doctoral space and this would directly feed into that and create more opportunities for our students. 

What are we asking the University to do?

We are asking the University to recognise the professional development and mentoring needs of GTAs by establishing a designated GTA mentor or lead at departmental or faculty level. This role would provide a clear point of support for GTAs and help ensure that their development needs are identified and addressed consistently. 

We are also asking the University to develop a strategic, institution-wide framework for GTA professional development that identifies and promotes best practice across departments and faculties. The framework should set out clear expectations for the training, mentoring, and ongoing professional development available to GTAs, while allowing flexibility to respond to disciplinary and departmental needs. 

The aim is to ensure that GTAs, who have significant frontline contact with undergraduate and postgraduate students, are appropriately supported and equipped to develop their teaching practice. By investing in the professional development of GTAs, the University can strengthen teaching quality and enhance the educational experience for all learners. 

What will success look like?

  • Equitable GTA access to high-quality professional development, mentoring, and opportunities to build a stronger sense of community across the University. 

  • Improved GTA confidence, engagement, and sense of belonging, as well as stronger student experiences. 

  • Opportunities for PGRs to build community through peer workshops, mentoring, and collaborative development activities, alongside clearer recognition of their teaching and professional development through opportunities such as HEA pathways and the Bath Award. 

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