GTA:Unit Lead Best Practice

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TL;DR

Based on the University of Manchester GTA guidance and working principles, here are essential best practices for Course Unit Leaders. Remember, if a GTA needs to withdraw from teaching due to personal or academic pressures, respond with understanding and support. Notify your Discipline GTA Lead promptly to arrange cover rather than pressuring the GTA to continue. Your primary responsibility is ensuring high-quality student experience, which includes effective oversight of all GTA teaching contributions to your unit.

Check your Unit Predictions Well Before Allocation Starts

Make sure you check the GTA portal, and confirm the details well before the allocation process starts. Contact the unit lead to discuss any changes you wish to make; and to understand if those changes are possible.

Named GTAs

Best practice is to not name any GTAs and leave the allocation flexibility in the system. However, you may wish to name some GTAs however this should be no more then 50% on units with a low GTA requirement, and 30% with a high GTA requirement. If you add more then this the GTA lead will remove any over the limit without further discussion.

Establish Early Communication

Introduce yourself to GTAs before teaching begins. Make first contact well in advance to build rapport and ensure GTAs feel welcomed and supported from the outset.

Provide Comprehensive Weekly Guidance

Prepare structured weekly guidance materials including answers to common questions, exercise solutions, and practical tips for session delivery. This preparation significantly enhances GTA confidence and teaching effectiveness.

Maintain Full Attendance at Sessions

Attend all scheduled sessions and remain for their entirety. Your presence provides essential oversight, immediate support for GTAs, and ensures quality assurance. If unavoidable absence occurs, notify your Discipline Head of Education immediately.

Prepare and Release Materials in Advance

Upload coursework and teaching materials to Blackboard with sufficient lead time—ideally one week before sessions. This allows GTAs adequate preparation time to familiarise themselves with content and anticipate student queries.

Clarify Roles and Expectations

Clearly communicate GTA responsibilities for each session, including specific tasks, expected student engagement approaches, and any marking duties. Ensure GTAs understand what is expected of them and the boundaries of their role.

Provide Quality Assurance for Marking

When GTAs undertake marking, ensure they receive adequate training on assessment criteria and rubrics. Review sample marked work to verify consistency and quality. Remember: GTAs must never have sole responsibility for summative assessment—their marking requires oversight, second-marking, or moderation.

Be Approachable and Professional

Maintain an open-door policy for GTA queries and concerns. Demonstrate professionalism, show respect, and offer help proactively. Create an environment where GTAs feel comfortable raising issues promptly.

Support GTAs Through Difficult Situations

Step in to assist when problematic situations or student welfare issues arise. GTAs should not handle these matters alone. Provide guidance on escalation procedures and serve as their first point of contact for concerns.

Provide Constructive Feedback

Offer GTAs feedback on their teaching performance and create opportunities for personal discussion of this feedback. This supports their professional development and helps build their teaching portfolio for future academic careers.

Monitor and Report Hours Accurately

Regularly review GTA hours submitted through the portal (monthly) to verify they reflect actual work completed. Be mindful that GTAs are limited to 120 hours per semester. If requirements change and allocated hours aren't needed, inform your Discipline GTA Lead immediately, as GTAs will still be paid for contracted hours.

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