GTA:What You Should Expect from CS Unit Academic Staff

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TL;DR

Introduce themselves to the GTAs before teaching starts.
Prepare weekly guidance for the GTAs; this could include answers to common questions, solutions to exercises, or tips for making the session run smoothly, but it will depend on the individual module.
Be approachable, professional, and unbiased, and offer help when requested.
Step in to help the GTAs if a problematic or personal welfare situation arises.
Turn up to scheduled sessions and stay for the entire session.
Prepare coursework on Canvas and release it to the GTAs in time for the GTAs to study it before the session.
Understand if a GTA needs to drop their module due to work or personal reasons.
Be knowledgeable and communicate to the GTAs their role during the sessions.

Before Teaching Starts

Introduction and Welcome

What to Expect

Course Unit Lead should introduce themselves to you before teaching begins
Initial meeting or communication (face-to-face, email, or video call) to welcome you to the teaching team
Introduction to other GTAs working on the same unit
Overview of the unit – aims, structure, assessment, your role

Why This Matters

Establishes a professional relationship from the outset
Helps you feel welcomed and valued as part of the team
Provides context for your work – you understand where you fit in
Creates an open channel for communication
Demonstrates that the Course Unit Lead is organised and prepared

What This Should Include

Course Unit Lead's name and contact details
Best methods for contacting them (email, office hours, etc.)
Overview of the unit structure and schedule
Your specific role and responsibilities
Names of other GTAs and teaching staff
Key dates and deadlines

If This Doesn't Happen

Reach out proactively – email the Course Unit Lead to introduce yourself
Ask for a brief meeting to discuss your role
If you receive no response, contact your GTA Lead (Simon Harper)
Don't wait until the first session to sort this out

Clear Role Definition

What to Expect

Clear communication about what you'll be doing in sessions
Specific responsibilities defined (e.g., demonstrating, answering questions, supervising practicals)
Boundaries of your role – what you're not expected to do
Time allocation – how your contracted hours should be distributed
Expected preparation – what you need to do before sessions

Examples of Good Role Definition

"You'll be demonstrating in the lab sessions on Wednesdays 2-4pm. Students will be working through practical exercises, and your role is to circulate, answer questions, and help debug code. You're not expected to mark work or handle pastoral issues."
"Your role includes leading the tutorial, marking the weekly problem sheets, and being available for 1 hour per week for student queries. Preparation time is estimated at 2 hours per week."

Examples of Poor Role Definition

"Just help out in the labs." (Too vague)
"Cover whatever needs doing." (No clear boundaries)
"We'll figure it out as we go." (Lacks planning)

Why Clear Definition Matters

You can prepare appropriately
You know what's within your remit and what to refer to staff
You can plan your time effectively
Prevents scope creep – being asked to do more than contracted
Reduces anxiety about what's expected

Access to Materials and Resources

What to Expect

Access to course materials well before sessions (ideally 1 week minimum)
Materials should be complete and ready – not rushed or unfinished
All necessary resources provided:
- Lecture slides and notes
- Practical exercises and solutions
- Marking schemes (if you're marking)
- Model answers or examples
- Any software or datasets needed

Timing of Access

Before semester starts – overview materials and schedule
At least 1 week before sessions – detailed materials for upcoming teaching
Earlier for marking – schemes should be available when you start marking

What This Enables

Adequate preparation time – you can study materials thoroughly
Questions to be asked – you have time to clarify uncertainties
Confidence in sessions – you know what you're teaching
Quality teaching – well-prepared GTAs teach better
Managing your time – you can plan PhD work around preparation

If Materials Are Late or Incomplete

Request materials explicitly – "I need the materials for next week's session by [date] to prepare adequately."
Explain the impact – "Without the solutions, I won't be able to help students effectively."
Flag concerns early – don't wait until the day before
Document the issue – keep records of when you requested materials
Escalate if necessary – if this is a pattern, raise with your GTA Lead

Weekly Guidance and Support

What to Expect

Course Unit Leads should prepare weekly guidance for GTAs, which could include:

Answers to common questions students typically ask
Solutions to exercises students will be working on
Tips for making the session run smoothly
Heads-up about tricky concepts or common misconceptions
Updates or changes to the session plan
Marking guidance (if applicable that week)

Format

This guidance might be:

A brief document or email
Notes added to the course materials
Discussed in a weekly GTA meeting
Posted on Blackboard or shared drive

The format matters less than the content – you need the information to teach effectively.

Why This Matters

Anticipates challenges – you're prepared for difficult questions
Consistency across GTAs – everyone teaches to the same standard
Saves your time – you don't have to figure out everything independently
Quality assurance – students get consistent, accurate help
Shows the Course Unit Lead is engaged and supporting you

Individual Module Variations

The guidance will depend on the individual module:

Programming modules might focus on common errors and debugging strategies
Theory modules might highlight conceptual difficulties
Project-based modules might provide assessment criteria clarification

The Course Unit Lead knows their module and should tailor guidance appropriately.

If Weekly Guidance Isn't Provided

Ask for it – "Would it be possible to provide brief guidance each week on common issues?"
Suggest what would help – "Notes on typical student questions would be really useful."
Create your own notes – document what you discover and share with other GTAs
Discuss with other GTAs – peer support can partially fill this gap
Raise concerns if lack of guidance affects teaching quality

During the Teaching Period

Accessibility and Approachability

What to Expect

Course Unit Leads should be:

Approachable – you feel comfortable asking questions or raising concerns
Professional – treating you with respect and courtesy
Unbiased – no favouritism or unfair treatment
Available – responding to communications in reasonable timeframes
Helpful – offering support when requested

Approachability in Practice

Responds to emails within 48 hours (working days)
Welcomes questions – doesn't make you feel stupid for asking
Takes concerns seriously – listens and addresses issues
Open communication style – doesn't communicate only through directives
Visible and accessible – attends sessions, has office hours, or provides alternatives

Professional Standards

Respectful language and tone in all communications
Acknowledges your contributions and thanks you for your work
Provides constructive feedback rather than criticism
Maintains appropriate boundaries (not overly familiar, not cold and distant)
Models good practice – demonstrates the standards they expect

If Course Unit Lead Is Not Approachable

Document specific incidents – what happened, when, and how it affected you
Try to address directly – "I'd find it easier to ask questions if..."
Seek support from GTA Lead – describe the issues you're experiencing
Don't suffer in silence – inaccessible staff affect your ability to do your job
Remember your rights – you deserve professional treatment

Attendance at Sessions

What to Expect

Course Unit Lead should turn up to scheduled sessions
Should stay for the entire session (or arrange appropriate cover)
Should be actively engaged – not just present but participating

Why This Is Important

You're not solely responsible – GTAs work under supervision
Complex questions can be referred to the Course Unit Lead
Student welfare issues can be handled appropriately
Quality assurance – the lead sees how the teaching is going
Support for you – you have backup if problems arise
Models professionalism – showing the session matters

Course Unit Lead's Role in Sessions

Available for complex questions beyond GTA expertise
Monitors how the session is going – pacing, student engagement, issues
Supports GTAs – steps in if you need help
Handles disruptions or difficult situations
Provides immediate feedback – what's working, what could improve

If Course Unit Lead Is Absent

Occasional absences are understandable (illness, conferences, emergencies)
Should provide advance notice when possible
Should arrange appropriate cover – another member of staff or clear instructions
Frequent absence is problematic – this should be raised

What to Do If This Is an Issue

Keep a log – when they were absent, whether notice was given
Note the impact – "I couldn't answer student questions about X" or "A student had a welfare concern I wasn't equipped to handle"
Raise with your GTA Lead – this affects your ability to work safely and effectively
Don't try to cover for persistent absence – this is beyond your responsibility

Support During Sessions

What to Expect

When the Course Unit Lead is present in sessions, they should:

Be available for consultation – you can approach them with questions
Circulate – not just sit at the front
Step in to help if you're struggling with a question or situation
Handle problems that are beyond your role (welfare, misconduct, complex academic issues)
Back you up – support your authority as a GTA

Problematic Situations They Should Handle

Student welfare concerns – a student is distressed or discloses personal issues
Behavioural problems – disruptive, disrespectful, or inappropriate student behaviour
Academic misconduct – suspected plagiarism or cheating
Questions far beyond scope – theoretical questions beyond the unit content
Technical problems – system failures, software issues affecting whole class
Complaints – if a student complains about teaching or marking

Why You Shouldn't Handle These Alone

Not your job – these require staff authority or expertise
Risk to you – handling welfare or behavioural issues without training is risky
Risk to students – they need appropriate professional support
Liability – the University is responsible, not you personally
Your primary role – is teaching support, not pastoral care or disciplinary action

How to Get Support in the Moment

Approach the Course Unit Lead directly – "Could you help with this situation?"
Be specific – "This student seems very distressed" or "This question is beyond what I can answer"
Don't feel embarrassed – asking for help is professional, not weakness
If Course Unit Lead is not present – handle immediate safety (use SafeZone if needed), then report afterwards

Communication and Responsiveness

What to Expect

Timely responses to your communications (emails, messages)
Clear communication – not ambiguous or assuming you understand
Regular updates – any changes to sessions, materials, expectations
Two-way communication – they listen to you as well as directing you
Appropriate channels – using University email and systems

Reasonable Response Times

Routine queries: Within 48 hours (working days)
Urgent issues: Same day or next working day
Out of hours: Not expected to respond (unless genuine emergency)
Semester breaks: Response times may be longer, but this should be communicated

Types of Communication

Course Unit Lead should communicate:

Before sessions: Materials, guidance, any changes
During sessions: Available for immediate queries
After sessions: Feedback, follow-up on issues raised
Ongoing: Updates, reminders, information
Responsive: Replies to your emails and questions

Quality of Communication

Clear and specific – you understand what's expected
Professional tone – respectful and appropriate
Complete information – you have everything you need
Timely – in time for you to act on it
Accessible – language and format are understandable

If Communication Is Poor

Be explicit about what you need – "I need the session materials by Friday to prepare over the weekend."
Follow up on non-responses – after 48 hours, send a gentle reminder
Document communication issues – save emails, note when you sent/received messages
Raise with GTA Lead if it's affecting your work
Don't make assumptions – if something is unclear, ask for clarification

Flexibility and Understanding

What to Expect

Understanding if you need to drop the module due to work or personal reasons
Supportive response to reasonable requests (e.g., changing a session due to PhD commitment)
Recognition that you're a PhD student first – your research is priority
Reasonable expectations – not expecting you to work beyond contracted hours
Flexibility when possible – though this must be balanced with teaching needs

Examples of Reasonable Requests

"I have my PhD viva in week 8 – could another GTA cover my session that week?"
"I'm struggling with the workload this semester – could I reduce my hours next semester?"
"This is taking longer than the allocated time – could we discuss the expectations?"
"I'm unwell and can't make today's session – I've tried to arrange cover."

Course Unit Lead Should

Listen without judgement – hear your circumstances
Try to accommodate where possible – within constraints of teaching delivery
Be supportive – recognise you're managing multiple commitments
Help find solutions – not just say no
Respect confidentiality – you don't have to disclose personal details

What They Can't Always Do

Cancel sessions – teaching commitments must be met
Reduce session frequency – this is set by the module design
Guarantee flexibility – some things are non-negotiable
Solve PhD problems – they can be understanding but can't fix your research issues

The Key Principle

Course Unit Leads should be reasonable and treat you as a professional. They should recognise that:

Circumstances change
Life happens
You're doing your best to balance multiple roles
Communication and mutual respect matter

If You're Not Treated with Understanding

Clearly explain your situation – provide context for your request
Suggest solutions – show you're trying to be responsible
Involve your PhD supervisor – they can support your case if needed
Contact your GTA Lead – if the Course Unit Lead is unreasonable
Know your rights – you have employment protections

Teaching Materials and Preparation =

Complete and Quality Materials

What to Expect

Coursework prepared on Blackboard/Canvas and complete
Released to GTAs in time to study before the session
High quality – clear, accurate, appropriate for level
All necessary components – not missing pieces
Updated annually – not outdated or containing errors

"In Time" Means

Minimum 1 week before you need to use them
Earlier for complex material – programming assignments, long exercises
Earlier for marking – you need schemes before students submit
Ideally at start of semester – so you can see the whole unit

What "Complete" Means

All files present – no broken links or missing documents
Solutions provided (where relevant) – answers to exercises, code that works
Marking schemes (if you're marking) – clear criteria and grade boundaries
Supporting materials – any datasets, software, documentation needed

Quality Indicators

Accurate information – no errors or outdated content
Appropriate difficulty – matches the level of students
Clear instructions – students and GTAs understand what to do
Well-formatted – readable, accessible, professional
Tested – exercises work, code runs, links function

If Materials Are Inadequate

Flag specific issues – "The solution to question 3 doesn't compile" or "The marking scheme is missing section B"
Request corrections promptly – so they can be fixed before the session
Document what's missing – list specifically what you need
Offer to help if appropriate – "I could test the code if that would help"
Don't struggle on with bad materials – this affects teaching quality and your time

Software and Technical Resources

What to Expect

All necessary software available before sessions
Instructions for setup – how to access and use tools
Testing done – Course Unit Lead has checked everything works
Backup plans – what to do if systems fail
Technical support available – who to contact for IT issues

Your Preparation

Download necessary software before GTA sessions (as advised in CS GTA cheat sheet)
Test it works – don't wait until the session
Familiarise yourself with tools and interfaces
Report problems early – "I can't access the dataset" or "The software won't install"

Course Unit Lead Should

Provide clear instructions – how to get and use software
Test the full student journey – does the exercise actually work?
Anticipate common problems – and provide solutions
Be available for technical queries – especially first time you use something new

Technical Support

School IT support for installation and access issues
Course Unit Lead for subject-specific tool queries
Documentation and tutorials provided for complex tools

Model Answers and Worked Solutions

What to Expect

Complete worked solutions to exercises students will attempt
Model code that works – tested and debugged
Explanations of approaches – not just answers, but reasoning
Common variations – different valid ways to solve problems
Typical errors and how to fix them

Why This Matters

You can answer student questions confidently
You understand the expected approach – can guide students appropriately
You can debug effectively – compare student work to working model
Consistency – all GTAs teach the same correct approach
Saves your time – you don't have to work everything out yourself

For Programming Modules

Code should compile and run
Should be well-commented – explaining logic
Should demonstrate good practice – code students should emulate
Should match the exercise requirements – not over-engineered or too simple

If Solutions Aren't Provided

Request them explicitly – "Could I have the model solutions to prepare effectively?"
Explain why you need them – "Students will ask why their code doesn't work, and I need to compare to a correct version"
Allow time for Course Unit Lead to provide them – give reasonable notice
Collaborate with other GTAs – work together to understand the material
Escalate if necessary – if Course Unit Lead consistently doesn't provide solutions

Assessment and Marking

Marking Schemes and Criteria

What to Expect (If You're Marking)

Clear, detailed marking scheme provided before you start marking
Rubrics or criteria explaining what merits each grade
Model answers showing what constitutes different quality levels
Calibration opportunity – discussion or sample marking to ensure consistency
Guidance on common issues – what students typically struggle with

Timing

Before students submit – ideally when assignment is released
Minimum: before you start marking – you need it to mark fairly
Time to review and ask questions – you must understand the scheme

Quality of Marking Schemes

Specific – "Award 2 marks for defining the term correctly" not "Award marks for understanding"
Comprehensive – covers all parts of the assignment
Aligned with assessment – marks allocated match the questions
Fair – objective criteria that can be applied consistently
Explained – you understand the reasoning behind the grades

Support in Marking

Opportunity to discuss the scheme – ask questions and clarify
Calibration exercise – mark sample work and compare with Course Unit Lead
Ongoing support – can ask about borderline cases
Moderation – Course Unit Lead checks a sample of your marking
Feedback on your marking – how to improve for next time

If Marking Scheme Is Inadequate

Ask for clarification – "How should I mark question 3?"
Request examples – "Could you show me what a 2:1 answer looks like?"
Raise specific issues – "The scheme doesn't cover students who used approach X"
Don't guess – if unsure, ask rather than make up criteria
Document ambiguities – note where scheme was unclear

Moderation and Quality Assurance

What to Expect

Your marking will be checked – this is policy and normal practice
Feedback on your marking – what you did well, what to adjust
Marks may be adjusted – to ensure consistency and standards
Supportive approach – helping you develop marking skills, not criticism
Process explained – you understand how moderation works

Why Moderation Happens

University policy – GTAs cannot have sole responsibility for marking
Quality assurance – ensures standards are maintained
Fairness to students – consistent marking across all scripts
Your development – learning to mark well is a skill
Not personal – it's about the process, not questioning your ability

How to Respond to Moderation

Accept feedback positively – it's developmental, not critical
Ask questions – "Why was this mark adjusted?"
Learn from it – apply feedback to future marking
Don't take adjustments personally – even experienced markers have variation
Use it to improve – marking is a skill you're developing

Problem Resolution and Support

When Issues Arise

Course Unit Lead Should

Listen to your concerns without dismissing them
Take problems seriously – not minimise or ignore
Work with you to find solutions – collaborative approach
Act on issues – make changes where needed
Follow up – check the problem is resolved

Types of Problems Course Unit Lead Should Address

Inadequate materials or preparation
Student behaviour issues
Unclear expectations or changing requirements
Workload exceeding contracted hours
Technical problems affecting teaching
Safety concerns
Issues with other GTAs

Problem-Solving Process

You raise the issue – clearly and specifically
Course Unit Lead listens – takes it seriously
Discussion – understanding the problem fully
Solutions proposed – Course Unit Lead or together
Action taken – changes implemented
Follow-up – check it's resolved

If Course Unit Lead Doesn't Address Issues

Be more explicit – perhaps they didn't understand the seriousness
Put it in writing – email creates a record
Escalate to your GTA Lead – Simon Harper for CS GTAs
Document everything – keep records of issues and your attempts to resolve them
Know your rights – some issues are serious enough for formal processes

Feedback on Your Teaching

What to Expect

Regular, informal feedback – "That explanation worked well" or "Students seemed confused about X"
Constructive approach – focusing on development, not criticism
Specific examples – not vague comments
Balanced – acknowledging strengths as well as areas to develop
Actionable – suggestions for improvement, not just critique

When Feedback Should Be Given

Immediately after sessions – brief comments on what went well/could improve
Mid-semester – more formal review of your teaching
End of semester – overall assessment and development for future
Ongoing – responsive to your requests for feedback

How Feedback Should Be Delivered

Private – not in front of students or other GTAs
Respectful tone – supportive, not harsh
Two-way conversation – you can respond and discuss
Focuses on behaviour, not personality – "Try explaining that concept differently" not "You're not a clear explainer"
Offers support – "Would you like to observe how I tackle that topic?"

Asking for Feedback

You can request feedback – "How do you think that session went?"
Be specific – "I struggled with explaining X – do you have suggestions?"
Shows professionalism – wanting to improve demonstrates good practice
Course Unit Lead should welcome this – and provide thoughtful feedback

If You Receive Unfair or Unhelpful Feedback

Ask for clarification – "Could you explain what you mean?"
Request specific examples – "When did you observe that?"
Discuss your perspective – there may be context they don't know
If feedback is unprofessional – harsh, personal, or humiliating – this is unacceptable
Report unprofessional feedback to your GTA Lead

Professional Standards and Respect

Mutual Respect

What Respect Looks Like

Polite communication – courteous tone in person and writing
Timely responses – valuing your time by replying promptly
Listening – genuinely hearing your questions and concerns
Acknowledging your contributions – thanking you for your work
Treating you as a colleague – not as a subordinate or servant
Recognising your expertise – valuing what you bring
Professional boundaries – appropriate relationship, not overly familiar or cold

What Disrespect Looks Like

Dismissive communication – "Just deal with it" or ignoring concerns
Unavailability – consistently not responding or inaccessible
Undermining you – contradicting you in front of students
Blame – making you responsible for their failings
Inappropriate behaviour – anything making you uncomfortable
Discrimination – treating you differently based on protected characteristics
Exploitation – expecting work beyond contracted hours without payment

Your Right to Respectful Treatment

You deserve the same respect as any employee
Dignity at Work policy applies to you: https://www.staffnet.manchester.ac.uk/equality-and-diversity/policies-and-guidance/dignity-at-work-and-study/
Disrespectful treatment is not acceptable – you can report it
Being a GTA doesn't mean accepting poor treatment – you have rights

Professional Conduct

Course Unit Lead Should Model

Punctuality – arriving on time for sessions
Preparation – materials ready, organised
Professionalism – appropriate behaviour and communication
Ethical conduct – honesty, integrity, fairness
Commitment – fulfilling their responsibilities
Respect for students – appropriate boundaries and support

Why This Matters

Sets the standard for the teaching team
You learn professional behaviour by observation
Creates positive environment – professionalism makes work better
Students see good modelling – affects their behaviour too
Makes your job easier – working with professional staff is smoother

When Expectations Aren't Met

Addressing Issues Directly

First Step: Communication

Before escalating, try to address issues directly with the Course Unit Lead (unless the issue is serious misconduct or makes you unsafe).

How to raise concerns:

Choose the right time – not in the middle of a session, but soon after
Be specific – "I didn't receive the materials for next week's session" not "You're not supporting me"
Focus on impact – "Without the solutions, I can't help students debug their code"
Suggest solutions – "Could materials be posted on Fridays for the following week?"
Stay professional – calm, factual tone even if you're frustrated

Why direct communication first:

May be unintentional – they might not realise there's a problem
Quick resolution – can often be fixed immediately
Maintains relationship – shows you're professional and collaborative
Escalation may not be needed – saves everyone time and stress

When Direct Communication Isn't Appropriate

Don't attempt to address directly if:

The issue involves bullying or harassment
You feel unsafe or intimidated
It's a serious breach of policy or ethics
You've tried before and nothing changed
The Course Unit Lead is actively hostile to feedback

Summary: What Good Looks Like

A Good Course Unit Lead

Communication

Introduces themselves before teaching starts
Responds to emails within 48 hours
Provides clear, complete information
Welcomes questions and discussion
Keeps you informed of changes

Materials and Preparation

Provides materials at least 1 week ahead
Materials are complete, tested, and high quality
Gives weekly guidance relevant to upcoming sessions
Ensures you have everything needed to teach effectively

Support and Availability

Attends all scheduled sessions (or arranges cover)
Is approachable and helpful
Steps in when problems arise
Provides constructive feedback
Supports your development as a teacher

Professionalism

Models good professional behaviour
Treats you with respect
Is organised and prepared
Fulfils their responsibilities
Maintains appropriate boundaries

Flexibility and Understanding

Recognises you're a PhD student first
Is understanding about work-life balance
Is reasonable with requests when possible
Doesn't expect unpaid work beyond your contract
Supports you when circumstances change

Your Experience Should Be

Supported – you have what you need to do your job well
Valued – your contributions are recognised and appreciated
Professional – you're treated with respect as a colleague
Developmental – you're learning and improving as a teacher
Sustainable – the work is manageable alongside your PhD
Positive – overall, the experience is rewarding, not stressful

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