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Become a CTL Graduate Teaching Consultant

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Call for Applications: Center for Teaching and Learning Graduate Teaching Consultants 

Apply by 5:00 PM PST on Friday, April 15.

As a CTL Graduate Teaching Consultant you will be able to: 

  • Share your experiences and insights about teaching with other graduate student instructors
  • Facilitate one-on-one and group teaching consultations such as Small Group Feedback Sessions, Microteaching, and Video Consultations
  • Design and lead teaching development workshops in collaboration with peers
  • Develop as an instructor by learning about evidence-based and inclusive teaching practices

As a new consultant, you will receive the following training (all training time is paid work in conjunction with your position):

  • Professional development in pedagogy in multiple virtual training sessions
  • Professional training to familiarize you with your role
  • Two to three meetings per quarter at which you’ll discuss relevant teaching and learning topics

At a minimum you will work approximately 10–20 hours each quarter at a rate of $28/hour. Preference is given to candidates who are not entering their final year at Stanford. 

To be successful in this role you will bring:

  • Status as a Stanford PhD student who is eligible to work in the U.S.
  • At least two terms of teaching/TA experience (at Stanford or elsewhere)
  • Experience with collaborative work
  • Effective communication skills and a willingness to learn
  • An approach to teaching and learning characterized by at least some of the following values: learner-centered practices, evidence-based methods, access and equity, customization, growth mindset, and empathy and compassion

Students who are people of color, first generation, low-income, LGBTQIA+, disabled, and other groups historically underrepresented in higher education are strongly encouraged to apply. Prior Graduate Teaching Consultants have earned faculty positions from Columbia University to the Cal State system. 

Apply by 5:00 PM PST on Friday, April 15. Required application documents include:

  1. A 1-2-page statement expressing why you want to be a Teaching Consultant and what relevant experiences, interests, background, and/or knowledge you would bring to the program. It is appropriate to address your teaching strengths and areas in which you’d like to improve, as well as personal experiences and circumstances. These statements will be evaluated in relation to the program values.
  2. One teaching support document, which could be:
    1. Teaching evaluations from Axess--the aggregated "comments report" and "course report"
    2. A brief recommendation letter from a faculty member  
    3. An illustrative syllabus, assignment, or lesson plan
  3. A bulleted list outlining your teaching experience

If you have questions or need a disability-related accommodation please contact Amanda Modell at

These values drive the Graduate Teaching Consultants’ work:

  • Learner-centered approaches: We demonstrate a commitment to all students by promoting and modeling pedagogical practices that prioritize student learning. 
  • Evidence-based practices: We support the integration of teaching and learning practices backed by research, inquiry, and instructor experience. 
  • Access and equity: We acknowledge that our backgrounds, circumstances, and identities influence our experiences in learning environments. We strive for equitable outcomes for all students at Stanford by modeling and spreading inclusive teaching practices and by promoting fair access to resources. 
  • Customization: We tailor our services for particular graduate students, departments, schools, and campus groups because their needs drive our offerings. We meet graduate student educators where they are.
  • Growth-mindset: Instructors' and students' abilities are malleable and can be developed, given the right resources and efforts toward success.  
  • Empathy and compassion: We work alongside graduate student educators to enhance teaching and learning outcomes. Our services are nonjudgmental, collaborative, and based on mutual goals. 
  • Empathy and compassion: We work alongside graduate student educators to enhance teaching and learning outcomes. Our services are nonjudgmental, collaborative, and based on mutual goals.