Become a CTL Graduate Teaching Consultant

Application

Call for Applications: Center for Teaching and Learning Graduate Teaching Consultants (GTCs)

Apply to become a GTC by 5 p.m. April 25, 2025 for full consideration

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 teaching practices that improve learning outcomes for all students
• Build professional skills by collaborating with a multidisciplinary peer group to accomplish complex goals
• Create pedagogical resources and tools with the guidance of CTL staff

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

GTCs are paid at a rate of $29/hour and work a minimum of 10–20 hours per quarter with a concentration of work during weeks 4–6. Applicants may be eligible for a higher starting pay rate in the event that they have relevant pedagogical work experience with CTL. Preference is given to candidates who are not entering their final year at Stanford. To be employed as a GTC you must be a Stanford PhD student who is eligible to work in the U.S.

To be successful in this role you will bring:

• At least two terms of teaching/TA experience (at Stanford or elsewhere)
• Experience with collaborative work
• Effective communication skills and a willingness to learn
• The ability to respond to Slack messages within one day
• An approach to teaching and learning characterized by at least some of the following values: learner-centered practices, evidence-based methods, access and fairness, customization, growth mindset, and empathy and compassion

Students who have experienced significant barriers in educational systems are strongly encouraged to apply. Previous Graduate Teaching Consultants have earned various faculty positions around the country in a wide range of colleges and universities, from the Ivy League to the Cal State system. 

Apply to become a GTC by 5 p.m. April 25, 2025 for full consideration. Required application documents include:

1. A 150-200 word 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. The statement also might address your teaching strengths and areas in which you’d like to improve. 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 amodell@stanford.edu. 

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 fairness: We acknowledge that our backgrounds and circumstances influence our experiences in learning environments. We strive to improve learning outcomes for all students at Stanford by modeling and spreading teaching practices that promote presence and participation, 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.