Responsibilities of Teaching Mentors

Program Description and Completion Requirements | Eligibility Requirements and Application Procedure | Responsibilities of Teaching Mentors

The School of Graduate Studies and CITL appreciates your generosity for acting as a teaching mentor for the Teaching Skills Enhancement Program (TSEP) for Graduate Students. The purpose of TSEP for Graduate Students is to provide an experience that introduces participants to teaching at the undergraduate level in higher education. Through participation in the planning and delivery of classes throughout the semester, students are better prepared for a future role as a faculty member. The overall responsibility of a teaching mentor is to ensure that the graduate student is given opportunities to observe, teach and engage in teaching-related activities in an undergraduate course in her or his discipline.

In order to maximize this learning experience for the graduate student, we suggest that you agree to mentor no more than two TSEP students in any one semester. If you agreed to two students, please ensure that they are each assigned teaching responsibilities in a different course or section.

Responsibilities of the TSEP teaching mentor:

1. Pre-course Planning

Meet with your graduate student before the beginning of the semester to:

  • provide the student with a course outline, readings, and other materials for the undergraduate course
  • develop a teaching schedule for the student
  • review the plan for course evaluation
  • discuss the introduction of the student to the class

2. Course Delivery

Ensure the student is fully involved in the course. Students should attend classes regularly to become knowledgeable of the interconnection between the course goals, specific learning outcomes, learning activities, and assessment as well as the classroom environment and classroom management techniques. In particular, it is expected that you will:

  • Arrange for the graduate student to teach at least three hours of classes, labs, or tutorials, since a crucial component of the program is for graduate students to have experience in teaching and in receiving feedback on their teaching. (Please make an effort to have your student teach at least two classes by the second month of the semester, and one class in the third month.)
  • Work with your student throughout the semester discussing the aims, content, and methods of the lessons to be taught, and identify ways in which the student will become involved in each class.
  • Invite your graduate student to regularly observe your teaching of the selected course.
  • Provide opportunities for your graduate student to assist in assessing students and to discuss assignments and grading criteria.
  • Observe your graduate student's teaching and provide appropriate feedback. (We encourage you to record a teaching session at least one hour or more in length; then view and discuss the teaching with the student.)

3. Post-course Apprenticeship Conclusion Form

At the conclusion of the apprenticeship, complete the Apprenticeship Conclusion Form to indicate the successful completion of the graduate student's apprenticeship.

This form will be available in electronic format in Winter 2020.

4. Post-course Feedback

We encourage you to write a letter of commentary evaluating the student's teaching abilities and potential. (The student might choose to include this letter in a teaching dossier.)


Centre for Innovation in Teaching and Learning

230 Elizabeth Ave, St. John's, NL, CANADA, A1B 3X9

Postal Address: P.O. Box 4200, St. John's, NL, CANADA, A1C 5S7

Tel: (709) 864-8000