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uwindsor.ca)  \n[www.stlhe.ca](www.stlhe.ca)  \nPractice Together   \nCynthia Korpan  \nUniversity of Victoria  \nSuzanne Le-May Sheffield Dalhousie University  \nRoselynn Verwoord  \nUniversity of British Columbia  \nThis paper examines the stages of development for a framework of teaching assistant (TA) competencies initiated by the Teaching Assistant and Graduate Student Advancement (TAGSA) special interest group (SIG) of the Society of Teaching and Learning in Higher Education (STLHE). TAGSA initiated an iterative consultative process to inform the creation of the competencies that sought input from the STLHE community on four occasions. At each stage of the consultations, the competencies were formed and re-formed, their purpose and value debated, and the challenges of creating a development framework recognized. This process, described in this paper, resulted in a clear, succinct andflexible framework that can be used across institutions in multiple contexts.  \nIntroduction  \nThis  \na  \npaper examines the stages of development for framework of teaching assistant (TA)  \ncompetencies initiated by the Teaching Assistant and Graduate Student Advancement (TAGSA) special interest group (SIG) of the Society of Teaching and Learning in Higher Education (STLHE) . STLHE’s mandate is to enhance teaching and learning in higher education. Similarly, TAGSA seeks to raise the profile of TA and graduate student development in Canada by providing leadership and undertaking initiatives to support the attainment of teaching and  \nprofessional skills through a strong network of likeminded professionals and students.  \nTAGSA began working on this framework in the fall of 2012 to support institutions, departments, schools, faculty, educational developers, TAs, and others responsible or interested in the teaching preparation of TAs. The framework took as its starting point and inspiration, STLHE’s Ethical Principles in University Teaching, developed in 1996 by 3M National Teaching Fellows, faculty members from post-secondary institutions across Canada who have received a 3M National Teaching Fellowship, the most prestigious teaching award in Canada.  \nThe development of the framework is timely. As competition for jobs increases, universities in Canada are attracting increasing numbers of Master’sand Doctoral students (Association of Universities and Colleges of Canada [AUCC], 2011; Maldonado, Wiggers, & Arnold, 2013; Rose, 2012) . In addition to undertaking advanced studies, many of these students take on important teaching roles at the undergraduate level as tutors, markers, tutorial leaders, lab or discussion leaders, and TAs. Many of these students seek training through formal TA programs as well as through workshops and seminars, in order to prepare for their various teaching roles (McAlpine & Åkerlind, 2010) . These programs are often offered through learning and teaching centres, but the content, quality, and outcomes of these programs vary greatly (Roehrig, Luft, Kurdziel, & Turner, 2003), leading to inconsistency in the kinds of skills and abilities that TAs develop.  \nThe introduction of the framework for TA competencies – statements that define what being a capable TA looks like – is one way that universities can begin to articulate a common knowledge and skillset for TA work. TA competencies can give ownership of the learning process to TAs by identifying expected areas and levels of performance, thus allowing TAs to self-assess their skills and performance. From an organizational standpoint, the adoption of TA competencies would help educational developers design more effective TA training programs that ensure that all TAs have a common learning experience. In articulating TA competencies, it is important that the competencies are strictly connected to TA skills and performance, as opposed to graduate student professional de","cbCaidHjzW7Fip3w","https://ap.wps.com/l/cbCaidHjzW7Fip3w","pdf",337879,12,"English","# Introduction\n## Purpose and scope of the TA competency framework\n## Origins and inspiration for the framework\n## Need for the framework in Canadian higher education\n## How competencies support training and self-assessment\n## Relationship to graduate student development efforts","[{\"question\":\"Who initiated the teaching assistant competencies framework in Canada?\",\"answer\":\"The framework was initiated by the Teaching Assistant and Graduate Student Advancement (TAGSA) special interest group of the Society of Teaching and Learning in Higher Education (STLHE).\"},{\"question\":\"How was the competencies framework developed?\",\"answer\":\"TAGSA used an iterative consultative process with input collected from the STLHE community across four consultation occasions, revising the competencies at each stage.\"},{\"question\":\"What is the main focus of TAGSA’s competencies compared with a related US effort?\",\"answer\":\"TAGSA’s focus is strictly on TA development, whereas the US Graduate Student Professional Development (GPSD) competencies were broader and aimed at developing graduate students as educators and for academic careers.\"}]","Teaching Assistant Competencies in Canada - Building a Framework for 2015 CELT Vol. VIII | PDF",1792087471]