Program Components

The TAEP has two streams of progression: an undergraduate stream and a graduate stream.

Teaching Assistants enrolling in the TAEP and who are currently completing a graduate degree will be required to complete six (6) additional hours of Professional Development.

Undergraduate Stream

Graduate Stream

Participate in the TAEP Welcome (October 2nd, from 11-12pm) Participate in the TAEP Welcome (October 2nd, from 11-12pm)
COMPONENT 1: Online Modules

COMPONENT 1: Online Modules

  COMPONENT 1.2: 6 hours of Professional Development
COMPONENT 2: Micro-teaching COMPONENT 2: Micro-teaching
COMPONENT 3: Observation and Reflection of Undergraduate Teaching COMPONENT 3: Observation and Reflection of Undergraduate Teaching
Participate in the TAEP Closing (May 16th, 12 – 2pm) Participate in the TAEP Closing (May 16th, 12 – 2pm)

Competency Requirements

Component 1: Online Modules

Students are required to complete four (4) online modules offered through the TAEP.  The purpose of these modules is to provide participants with the experience of navigating and participating in online learning environments and to ensure fundamental topics associated with TAing are covered.

October 8 to 22

Engaging in Reflective Practices for your Teaching 

November 19th to December 3

Effective Feedback and Tips for Grading

January 21 – February 4

Classroom Management and Teaching Professionalism 

April 15 - 29

The Philosophy of Higher Education 

The Online modules will provide participants the opportunity to engage in online pedagogy. Each module will contain 1-2 topic-specific readings, self-directed online content, a short module assessment, and 2-3 discussion questions.  It is expected that students plan on spending 3-5 hours to complete a module.

Component 1.2: Professional Development Hours (Graduate TA Stream Only)

The professional development component of the TAEP is flexible and adaptable to students’ own needs and discipline-specific interests. To ensure a broad understanding of learning and teaching knowledge, students in the graduate stream are required to choose a total of six (6) sessions of additional professional development related to the area of teaching and learning.

Options include (but are not limited to): workshops, conferences, seminars, and discussion groups offered by the CLT, academic units within Dalhousie, other universities, or academic conferences. To ensure expansive professional development, a maximum of two (2) sessions will be applied to any one event (e.g., attending TA Day will count as 2 PD credits.)

After attending a professional development session, students will have two (2) weeks to submit a short reflection of that experience via the TAEP BrightSpace site. These reflections should be at least one paragraph in length and discuss how the session will aid their teaching development.

Component 2: Microteaching Sessions and Feedback

The micro-teaching component will offer students the opportunity to apply the knowledge, concepts and skills acquired through their professional development sessions; engage in peer evaluation; receive both peer and formal assessment of their teaching; participate in critical reflection practices centered around their teaching; and have the opportunity to build on their reflection and feedback to enhance and improve their teaching.

This component of the TAEP requires students to complete (1) the Online Micro-teaching Tutorial and (2) two Micro-teaching Delivery and Peer-Feedback Sessions

Micro-teaching sessions will be offered several times during the year. (The number of sessions offered each term will be dependent on the number of TAEP enrollees. The number of participants and sessions will be assessed periodically, and additional sessions will be offered in order to meet the program numbers.)

Online Micro-teaching Tutorial – The online tutorial is a flexible 2.5 hour self-directed component of the TAEP that introduces students to the following topics: lecturing (planning and delivering), student-centered learning, learning styles, and tips for effective presenting. Students will prepare learning outcomes and a lesson summary to be used for their micro-teaching  'lecture'. Please note that students must have successfully completed the tutorial and prior to attending any Micro-teaching Delivery and Peer-Feedback sessions.

Practice Teaching and Peer-Feedback Sessions (each date is limited to 5 student presenters)Students will take turns “lecturing” for 15 minutes as "instructors" in front of their peers (their "learners") and the Program Facilitator.  Immediately following each presentation, their peers will provide feedback (both written and verbal). Students in the TAEP are required to participate and successfully complete a total of TWO sessions. (Once as just a student to give feedback, and another to present and provide peer feedback).

Practice Teaching and Peer Feedback Sessions



November 5 10:00 am to 1:00 pm
November 21 1:00 to 4:00 pm
January 28 1:00 - 4:00 pm
February 11 9:00 am - 12:00 pm
February 26 1:00 to 4:00 pm
March 6 9:00 am - 12:00 pm
April 3 9:00 am - 12:00 pm
April 15 1:00 - 4:00 pm

Micro-teaching Reflection: Students will be required to write a short reflective self-assessment of their teaching once they have completed their two Practice Teaching and Peer-Feedback Sessions. They should take into consideration the feedback they received, how they will apply this feedback to their future teaching, and the experience of providing feedback to their peers. These reflections will be submitted via Brightspace.

Each TAEP student is expected to attend BOTH Part 1 & 2 of the micro-teaching and to submit their micro-teaching reflections.  Students should note that if the Program Administrator does not feel the student has met the intended goals of the micro-teaching component, the student will be required to attend an additional Part 2.

Component 3: Observation and Reflection of Teaching

Students of the TAEP are required to seek out an undergraduate lecture within their discipline to observe and critically reflect upon. They must receive written permission (i.e., by email) from the professor whose lecture they are attending, and submit it to the Program Administrator (Jill prior to the observation. Students are required to complete the ’Teaching Observation Form’ during the lecture that they’re attending, and will submit this form, along with a reflection (max 2 pages, double spaced) to the Program Administrator within two weeks of their lecture observation.