Code of Practice for GTA Training, Support and Development

Appendix 1. Summary of responsibilities

This summary is designed to provide an at-a-glance outline of the essential areas of responsibility as set out in the Code of Practice. Much fuller detail, including details of good practice, can be found in the Code itself.

Area of responsibility






GTAs in their capacity as PGR students

Research and Innovation Services. (Section 2)

Graduate Schools support PGR students in Colleges. (Section 2)

School PGR convener/team support PGR students in Schools.


Employment contracts, working hours, pay and conditions (including requirements for for visa holders)

Human Resources, Extended Workforce Policy. (Section 3.1)


Implementation of Extended Workforce Policy. Transparency of recruitment and payment. Provision of clear outline of responsibilities and expectations. (Sections 3.1, 4.1)

Contract will state minimum hours – consider impact prior to accepting offer. Abide by contractual obligations and responsibilities as University employees. (Sections 3.1, 6)

University policies

Provision of University policies that cover all staff. (Section 3.2)


Ensure GTAs are familiar with all relevant policies. (Section 3.2)

Responsibility to become familiar with all relevant policies. (Section 3.2)

Completion of employment related courses for all staff

Provision of all-staff training. (Section 3.3)


Ensure GTAs complete and are paid for all-staff training. (Section  3.3)

Complete all-staff training courses as required. Record training completed and provide hours worked to appropriate staff member as instructed by School. (Sections 3.3, 6)

GTA Introduction to Learning and Teaching in Higher Education

Academic & Digital Development (ADD) provide the GTA ILTHE University-wide training. (Section 3.3)


Ensure GTAs are registered to attend the one-off GTA ILTHE before commencement of duties. Payment to GTAs for this core training. (Sections 3.3, 4.3)

Complete GTA ILTHE. Record training completed following attendance at a live session, as instructed by School.

School/subject level training to complement GTA ILTHE

Academic & Digital Development (ADD) can provide advice and resources on training to be adapted and delivered by Schools.


Provision of local training to complement GTA ILTHE. Payment to GTAs for this core training. (Section 4.3)

Engage with local training at appropriate times.

GTA induction



Ensure suitable induction and information on practical support is provided for new GTAs, and relevant updates provided to continuing GTAs. (Section 4.2, and see also Appendix 2)

Engage with induction as provided by School. Raise questions if there is uncertainty over the information and support available, or expectations on GTAs. (Section 6)

GTA provision of pastoral support for taught students

Counselling and Psychological Services offers guidance for staff on supporting students, particularly on Helping Distressed Students.


Schools must provide GTAs with guidance on the expectations (and the limits of the expectations) on them in relation to provision of student support. (Section 5.3)

GTAs must ensure they understand the expectations on them in relation to student support, and be able to direct students to the relevant support in the School or University. (Section 6)

General training in assessment and feedback (for GTAs involved in these activities)

Academic & Digital Development (ADD) provide training in Assessment and Feedback. (Section 3.4)


Schools are responsible for providing relevant training on assessment and feedback for GTAs involved in these activities (note that ADD provide training and resources that can be used).

Undertake training in assessment and feedback as required by the School.

Provision of information and guidance on course content/teaching expectations



Schools should provide guidance on the delivery of teaching in good time before the relevant session(s). (Section 5.2)

Engage with guidance and expectations provided by School/course convener.

Provision of guidance on marking of particular assignments



Where GTAs are employed to mark assignments and give feedback, the local area (e.g. course convener) must brief GTAs appropriately.

Engage with guidance given on marking and giving feedback. Engage with processes of moderation and second-marking as required by School.

Payment for duties undertaken


Some areas may have College-wide agreements about payment for duties such as marking and preparation time.

Schools are responsible for determining fair and realistic rates for the time required to carry out duties such as marking and preparation.

Report hours worked accurately and in timely manner, and in line with instruction given by the School. Raise queries as necessary with the relevant School contact.

Feedback on GTAs’ performance



Schools should ensure GTAs are provided with feedback on their teaching and performance, including relevant student feedback (e.g. from EvaSys). (Section 4.6)


Professional development

A range of further professional development is provided by Academic & Digital Development. (Section 3.4)


Schools should ensure GTAs are informed about further development opportunities such as peer support, teaching observation, mentoring. (Section 4.6)


Listening to the GTA voice

The University Helpdesk is a comprehensive portal for information on all matters, and can be used to request specific support (log-in required).

All staff may contact College HR teams with questions relating to HR matters.

Schools should provide GTAs with information on points of contact and on how GTAs can feed into local processes.



[1] Local support may in practice be delegated to the relevant course convener or subject but the School should set responsibilities and maintain an overview.