Supervisor's GTA Evaluation (Fall 2022)

In Fall 2022, I served as a Graduate Teaching Assistant (GTA) for SPLH 660: Research Methods in Communication Sciences at the University of Kansas. While I was primarily responsible for grading, providing feedback on student writing, and supporting course logistics, I found the experience very helpful contributing to my development as an educator and future faculty member.   

According to the official evaluation completed by my supervisor, I received ratings of “Exceeds Expectations” in the areas of Quality of Work, Oral and Written Communication, and Subject Knowledge and Learning Ability, as well as “Outstanding” for Accountability and Self-Management. The feedback I received highlights several key strengths: staying on top of communication, being fair and consistent in grading, and offering detailed feedback that supported student learning. My supervisor also noted that I was proactive in checking in and reliable in following through with responsibilities, often without needing direction. 

Although I did not engage in full-class instruction during the semester, I was invited to lead a session and chose to delay that opportunity, as I felt I needed more content-specific experience at the time. My supervisor encouraged me to pursue more direct teaching experiences in the future—even outside of my main area of expertise—as this will be valuable for job applications and future teaching roles. I appreciated this advice and took it to heart, recognizing that growing as a teacher often requires stepping into new content areas and challenging myself to lead from the front of the classroom.

What this experience reinforced is that even when not in a primary instructional role, a GTA can have a meaningful impact on student learning. I used this position not only to support the course but also to sharpen my own research skills—especially in writing research questions, evaluating methodology, and crafting literature reviews. Providing feedback on student work helped me think more critically about how to frame research clearly and ethically, a skill that directly translates to my own scholarly writing and future teaching.

Moving forward, I planed to seek more opportunities to teach full sessions, continued developing my classroom presence, and integrated what I learned about course design and feedback into my future instructional roles.

Supervisor's GTA Evaluation (Spring 2023)

In Spring 2023, I served as a Graduate Teaching Assistant in the Department of Speech-Language-Hearing at the University of Kansas. According to my GTA evaluation, I received strong ratings across all performance areas, with consistent feedback highlighting my professionalism, initiative, and thoughtful engagement in supporting students and faculty. 

Specifically, my supervisor noted that I maintained excellent communication, both in written and verbal formats, and consistently demonstrated accountability and initiative. I was recognized for being reliable, timely in my responsibilities, and attentive to the needs of the course and its students. These qualities were reflected in my supervisor’s comments about my ability to manage grading, facilitate student support, and coordinate tasks with minimal oversight.

One comment that stood out to me was the encouragement to embrace more active teaching opportunities, especially as I prepare for future faculty roles. At the time, my role was primarily behind-the-scenes—supporting with grading, managing materials, and offering individual student assistance. While this helped me develop strengths in feedback and course logistics, I now recognize the value of stepping into instructional leadership more regularly, even outside my immediate content comfort zone.

What I appreciated most about this experience was the space it gave me to observe and reflect. I paid close attention to how my faculty mentor structured lessons, responded to student questions, and balanced content delivery with classroom dynamics. I also used the opportunity to strengthen my own academic foundations by reviewing research materials, clarifying methodological concepts, and improving my feedback skills—particularly when supporting students through writing-based assignments.

This evaluation reaffirmed my belief that teaching is not only about what happens at the front of the classroom but also about the quality of interaction, organization, and support happening throughout the learning process. I’m grateful for the foundation this experience gave me, and I am committed to continuing to grow—both as a reflective educator and as a future faculty member who can confidently lead in diverse instructional settings.

Supervisor's GTA Evaluation. (Fall 2023) 

In Fall 2023, I served as a Graduate Teaching Assistant for SPLH 660, where I continued to deepen my skills in course support, student communication, and instructional design. My official GTA evaluation reflects strong performance across all core competencies, including “Outstanding” ratings in Quality of Work, Accountability and Self-Management, and Subject Knowledge, and “Exceeds Expectations” in both Teaching Ability and Communication.

My supervisor recognized my promptness in grading, responsiveness to student inquiries, and active support during office hours. He also noted my substantial contribution to course setup—especially my assistance with integrating unfamiliar third-party tools like CatMe and Peerceptiv, which were used to support group collaboration and peer review. I appreciated the trust placed in me to manage logistical and technical components of the course, and I gained valuable experience working with platforms increasingly used in collaborative learning environments.

One of the most meaningful parts of the semester was being invited to lead a class discussion while my supervisor was away. Although this session went well, my supervisor encouraged me to seek out opportunities to lead full instructional sessions in the future, not just discussions. I took this feedback seriously and have since made a point of designing and delivering full lessons in other courses, which has strengthened my teaching presence and confidence.

This evaluation reaffirmed my ability to manage multiple aspects of a course while remaining student-focused and responsive. It also reminded me that as I grow into more independent instructional roles, I must continue pushing myself toward front-of-classroom leadership—especially in areas outside of my immediate content expertise. Looking ahead, I plan to keep building on this foundation by combining my attention to logistics and student needs with more proactive instructional design and delivery.