Academic and Professional Development

Introduction

Graduate teaching assistants (GTAs) help academic institutions, especially higher education. GTAs help faculty with teaching and associated work. This essay examines the career path of a GTA by outlining the skills, traits, and experiences needed. It will also assess my motivations, attitudes, habits, and talents for this employment. By conducting a comprehensive assessment based on a portfolio of Career Planning evidence gathered over Semester 2, including a skills audit, MBTI personality test, Prospects Planner Career Profile results, Belbin team roles assessment, Johari window insights, Emotional Intelligence (EI) scale test results, Motivated Skills Inventory judgments, and an evaluation of relevant optional modules in my degree program, I will identify any gaps between my current suitability and Finally, an action plan will address these gaps by attaining the relevant qualifications, abilities, and experiences. This analysis will help me become a GTA and succeed academically as a teaching assistant.

Employer’s Perspective

According to Loughlin and Dorian (2019 p. 220), Academic institutions must hire qualified graduate teaching assistants (GTAs) to maintain excellent education and support standards. GTA employers look for specific skills, experiences, and traits. Employers prioritize academic excellence. Candidates who have completed their undergraduate degree and are enrolled in a suitable graduate program show a commitment to study and a good foundation in the subject matter they will assist with. GTAs’ educational experience equips them to assist professors and enhance learning.

Employers recognize GTAs’ academic credentials and communication skills. GTAs must communicate well to explain complex concepts, lead debates, and give constructive comments. GTAs must change their communication style to meet students’ different learning requirements and provide an inclusive and engaging learning environment. GTAs must also be organized and punctual. GTAs must prioritize, meet deadlines, and pay attention to detail because they prepare, grade, and help with research. Time management, organization, and handling a fast-paced teaching atmosphere are important to employers’ value of collaboration and teamwork. Employers want GTAs who can collaborate with instructors and students. GTAs should work well with others, lead when necessary, and create a supportive learning environment that encourages students to participate and benefit from teaching or mentoring (Gallagher , 2022 p. 360). Employers prefer tutors, workshop leaders, and undergraduate teaching assistants. This event shows classroom dynamics, good teaching tactics, and student advice and support.

Employers evaluate candidates’ goals, values, behaviors, and emotional intelligence. They seek candidates who are passionate about education, want to help students learn, and act professionally and ethically with colleagues and students. As an aspiring GTA, one must evaluate one’s capabilities and limitations against company expectations. Addressing gaps between current appropriateness and role requirements requires identifying areas for improvement. To close these gaps and improve teaching and mentoring experience, communication, organization, and teamwork, businesses prefer applicants with strong academic backgrounds, great communication skills, organization, and time management skills, collaboration and teamwork skills, and relevant teaching or mentoring experience. Individuals can become competitive GTA candidates by recognizing areas for development and actively pursuing opportunities to build these skills and experiences.

Self-Evaluation (Appendix Analysis)

Newcastle University Skills Audit: The skills audit at Newcastle University revealed my strengths and weaknesses. It showed my critical thinking, problem-solving, and research skills, which GTAs need. I can examine complicated concepts and support students and faculty with these skills (ncl.ac.uk., n. d). The audit also found that my presenting and time management skills needed development for lecturing and managing various tasks as a GTA. Public speaking and time management classes will help me fill these gaps.

 MBTI (16 Personalities): According to Tieger et al. (2014 p. 330), introverted, intuitive, feeling, judging (INFJ) is my MBTI type. This personality fits GTA requirements. INFJs are compassionate, sensitive, and willing to help. These attributes help create a conducive learning environment for pupils. I need to work on my extroversion to communicate and engage in class as an introvert. Group discussions, public speaking, and teaching workshops help improve these skills.

Career Profile Results: Prospects Planner job Profile revealed my job goals, hobbies, and values. It strengthened my drive to help students. This unity with GTA aims to support an academic career. The assessment also showed my passion for study and professional development, which can improve my GTA performance (prospects.ac.uk., n.d). Research collaborations and continual learning can improve my suitability for this profession.

Belbin Team Roles Results: According to Belbin (2012 p.140), Coordinator and Team worker were my chosen team roles. These responsibilities demonstrate my ability to encourage teamwork, manage duties, and maintain harmony. THESE ABILITIES ARE TRANSFERABLE since I would work with faculty and other GTAs. However, Shaper and Monitor Evaluator were less preferred. I may actively seek leadership, decision-making, and analytical and critical evaluation opportunities to close this gap.

Johari Window Insights Results: The Johari Window helped me understand how others and I see my open and hidden areas. It showed my self-awareness and openness to feedback, which is important for personal and professional progress. The examination also uncovered hidden areas that could hamper my GTA efficacy. Remote regions may need to be more familiar. I will volunteer as a tutor or seek mentoring from experienced educators to get practical teaching experience.

Emotional Intelligence Scale Test Results: Self-awareness, empathy, and relationship management were high on the Emotional Intelligence (EI) scale. These traits help you connect with pupils, identify their needs, and support them. Self-regulation, particularly stress management and work-life balance, was also seen as needing development (Schutte et al., 2007 p. 930). I will study stress management, set boundaries, and prioritize self-care to ensure long-term well-being and GTA effectiveness.

Motivated Skills Inventory Judgements: The Motivated Skills Inventory helped me determine my professional skills. According to the assessment, teaching, research, communication, and problem-solving excite me. I’m passionate about becoming a GTA, and my driven skills match the job’s needs (Loughlin and Dorian, 2019 p. 220). Technology and data analytic abilities needed to be improved. I will take the necessary classes and learn relevant software and analytical tools to fill these gaps.

Degree Programme Optional Modules (Choices/Relevance/Learning Benefits): I chose optional modules based on my interests and their relevance to the GTA function. I showed my commitment to GTA training by choosing modules in pedagogy, educational psychology, and research methods. I can also improve my GTA credibility by taking modules in my academic field(Gallagher, 2022 p.360). These modules taught me theoretical knowledge, practical teaching tactics, and research skills that qualified me for the role. The Personal Development portfolio analysis reveals my GTA-related strengths, weaknesses, motivations, values, behaviors, and talents. Skills audit, personality assessment, career profile, team roles assessment, Johari window insights, emotional intelligence assessment, motivated skills inventory, and degree program module review revealed areas for improvement and development. I can improve my GTA suitability by taking public speaking courses, teaching, developing assertiveness, analytical, and technological skills, and launching a successful academic career.

Gap Analysis and Action Plan

After reviewing the personal growth evidence, I found significant gaps between my current suitability for the GTA post and company criteria. Public speaking and presentation skills need improvement. For effective lectures and tutorials, the skills audit identified this area for development (Loughlin and Dorian, 2019 p. 220). Public speaking and interesting presentations are vital to engaging and communicating with pupils.

Interpersonal and teamwork abilities were another Belbin team roles evaluation and Johari Window gap. As a coordinator, monitor-evaluator, and team player, I can improve. Teamwork, collaboration, and student connections require good interpersonal skills. The Johari Window and EI scale results also suggest improving empathy and interpersonal skills. Listening, understanding, and settling disagreements are examples. Empathy will help me promote students’ learning and provide a welcoming learning environment (Belbin, 2012 p. 140). The skills audit and Motivated Skills Inventory showed a motivation to educate. This includes improving classroom management, providing effective instruction, and using pedagogical strategies that engage and teach students. I’ll be a better GTA if I improve my teaching skills.

Action Plan:

This action plan will help me fill the gaps and improve my qualifications, abilities, and experiences for the GTA post. I want to be a good GTA who helps students learn and contributes to the academic community via self-improvement, professional development, and practical experience.

Take public speaking and presentation classes: Seek out public speaking and presentation practice. I can improve my confidence, delivery, and student involvement by attending workshops or courses.

Participate in team-building and collaboration: Join group projects, team-building exercises, and collaborative initiatives. These experiences will improve my interpersonal skills, teamwork, and collaboration with colleagues and students.

 Find a mentor: Contact mentors or experienced teachers for teaching advice. I can learn good pedagogy, classroom management, and instructional design from them.

Reflect on student, colleague, and supervisor interactions to increase empathy and interpersonal skills. Self-reflection will help me listen, comprehend, and resolve conflicts.

Participate in teaching and higher education professional development. Attend workshops, webinars, and conferences to learn about new pedagogical methods, educational research, and academic best practices.

Actively seek teaching or mentoring opportunities: Tutor, lead seminars, or serve as a teaching assistant to get teaching experience. These roles will let me practice teaching and personally help pupils.

Check progress and get feedback: Track skill development. Ask students, coworkers, and supervisors for feedback to improve teaching and assistance.

Conclusion

In conclusion, analyzing a graduate teaching assistant (GTA) career pathway and my strengths, limitations, motivations, values, behaviors, and abilities in this profession have given me significant insights into employer expectations. Using a portfolio of Career Planning evidence, including a skills audit, personality tests, career profile results, team roles assessment, Johari window insights, emotional intelligence assessment, motivated skills inventory, and evaluation of relevant degree program modules, I identified gaps between my current suitability and the desired qualifications, skills, and experiences for a GTA.

The main deficiencies are public speaking, presentation, empathy, teamwork, and teaching skills. To address these gaps, I have developed an action plan that includes attending public speaking and presentation skills workshops, team-building and collaboration activities, mentoring or coaching, reflective practice, professional development, actively seeking teaching or mentoring opportunities, and regularly assessing progress and seeking feedback.

This action plan will help me become a GTA and succeed in academics. I can help faculty, contribute to teaching and learning, and create a positive and inclusive learning environment for students by continuously developing my qualifications, abilities, and experiences. This essay’s analysis and action plan show my passion for personal and professional improvement and becoming a good GTA. I can close the gaps and attain my academic goals with continued effort, reflection, and progress.

Appendix

Appendix1: Analysis of Personal Development Portfolio

1. Skills Audit (Newcastle University):
   • Identified strengths: Communication skills, problem-solving abilities, and time management.
   • Areas for improvement: Presentation skills, data analysis, leadership skills.
   • Learning benefits: Enhancing presentation skills through workshops, taking courses in data analysis, and joining leadership development programs.
2. Psychometric Personality Test – MBTI (16 Personalities):
   • MBTI type: ENFJ (Extraverted, Intuitive, Feeling, Judging).
   • Strengths: Strong interpersonal skills, natural leadership abilities, empathetic.
   • Areas for growth: Setting boundaries, delegating tasks effectively.
   • Relevance to personal development: Understanding my MBTI type helps in career planning and identifying suitable leadership roles.
3. Prospects Planner Career Profile Results:
   • Identified interests: Writing, research, event planning.
   • Skills identified: Communication, critical thinking, problem-solving.
   • Career suggestions: Journalism, market research, event management.
   • Relevance to personal development: Guides aligning personal interests and skills with potential career paths.
4. Belbin Team Roles Results:
   • Preferred team role: Coordinator.
   • Strengths: Organizing and delegating tasks and setting goals.
   • Areas for improvement: Allowing others to take the lead and active listening.
   • Learning benefits: Developing active listening skills and practicing effective delegation.
5. Johari Window Insights Results:
   • Open quadrant: Strong self-awareness and open communication.
   • Hidden quadrant: Some personal goals and aspirations are not shared with others.
   • Blind quadrant: Limited awareness of how my actions impact others.
   • Unknown quadrant: Potential areas for growth and self-discovery.
   • Relevance to personal development: Facilitates self-reflection, improving communication, and building stronger relationships.
6. Emotional Intelligence (EI) Scale Test Results:
   • Self-awareness: High level.
   • Empathy: Moderate level.
   • Emotional regulation: Areas for improvement.
   • Learning benefits: Enhancing emotional regulation skills and practicing empathy in various situations.
7. Motivated Skills Inventory Judgments:
   • Motivating skills: Writing, problem-solving, creativity.
   • Relevance to personal development: Guides focus on developing skills that energize and bring satisfaction, maximizing personal potential.
8. Degree Programme Optional Modules (Choices/Relevance/Learning Benefits):
   • Chosen optional modules: Data Analysis, Creative Writing.
   • Relevance: The data Analysis module complements my research interest and enhances my analytical skills. The creative writing module develops communication and storytelling abilities.
   • Learning benefits: Acquiring data analysis techniques and improving writing skills for various purposes.

References

Belbin, R.M., 2012. Team roles at work. Routledge. Pp. 140

Careers service (no date) Careers Service – Careers Service – Newcastle University. Available at: http://www.ncl.ac.uk/careers (Accessed: 08 July 2023).

Gallagher, Kevin. Essential study and employment skills for business and management students. Oxford University Press, 2022.pp. 360

Looking for that perfect career? (no date) Prospects.ac.uk. Available at: http://www.prospects.ac.uk/ (Accessed: 08 July 2023).

Loughlin, E. and Dorian, L., 2019. Stand out from the crowd: Key skills for study, work and life. Bloomsbury Publishing.pp.220

Schutte, N.S., Malouff, J.M., Thorsteinsson, E.B., Bhullar, N. and Rooke, S.E., 2007. A meta-analytic investigation of the relationship between emotional intelligence and health. Personality and individual differences, 42(6), pp.921-933.

Tieger, P.D., Barron, B. and Tieger, K., 2014. Do what you are: Discover the perfect career for you through the secrets of personality type. Hachette UK. Pp. 330