Occupation · SOC 25-9044
Teaching Assistants, Postsecondary
Assist faculty or other instructional staff in postsecondary institutions by performing instructional support activities, such as developing teaching materials, leading discussion groups, preparing and giving examinations, and grading examinations or papers.
Median wage
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Projected growth
—
—
Annual openings
—
per year
Employed (US)
—
Job Zone 5
Typical preparation
Extensive preparation
Stackable credential programs
3 mapped
Core skills
Reading ComprehensionActive ListeningInstructingSpeakingLearning StrategiesWritingService OrientationComplex Problem Solving
Knowledge areas
English LanguageEducation and TrainingComputers and ElectronicsMathematics
Technology & tools
Graphics or photo imaging softwareComputer based training softwareCalendar and scheduling softwareWord processing softwareInformation retrieval or search software
Representative tasks
Teach undergraduate-level courses.Evaluate and grade examinations, assignments, or papers, and record grades.Lead discussion sections, tutorials, or laboratory sections.Develop teaching materials, such as syllabi, visual aids, answer keys, supplementary notes, or course Web sites.Inform students of the procedures for completing and submitting class work, such as lab reports.Return assignments to students in accordance with established deadlines.Prepare or proctor examinations.Tutor or mentor students who need additional instruction.Meet with supervisors to discuss students' grades or to complete required grade-related paperwork.Schedule and maintain regular office hours to meet with students.Order or obtain materials needed for classes.Copy and distribute classroom materials.Notify instructors of errors or problems with assignments.Complete laboratory projects prior to assigning them to students so that any needed modifications can be made.Demonstrate use of laboratory equipment and enforce laboratory rules.Provide assistance to faculty members or staff with laboratory or field research.Attend lectures given by the supervising instructor.Arrange for supervisors to conduct teaching observations and provide feedback about teaching performance.Provide instructors with assistance in the use of audiovisual equipment.Assist faculty members or staff with student conferences.
Competency framework
Skill expectations by proficiency level.
emerging
Undergraduate course content — deliver introductory lectures under faculty supervision in a university classroom setting.Examinations and assignments — grade and record student scores using established rubrics provided by the supervising instructor.Discussion sections and laboratory sessions — facilitate structured activities by following pre-designed lesson plans in a postsecondary lab or seminar room.Supplementary course notes and visual aids — prepare draft teaching materials according to faculty specifications for an undergraduate course.Class work submission procedures — communicate assignment instructions and deadlines to students clearly during scheduled course meetings.Graded assignments — return evaluated work to students within deadlines set by the supervising faculty member.Examination proctoring — administer and monitor in-person or online tests in accordance with departmental academic-integrity protocols.Students requiring additional support — provide individual tutoring sessions by reinforcing core concepts covered in the course curriculum.Word processing and office suite software — produce course documents such as answer keys and handouts for distribution in undergraduate classes.Student questions and concerns — respond with active listening and empathy during office hours at a postsecondary institution.
developing
Undergraduate course sections — teach scheduled classes with reduced faculty oversight, adapting pacing to observed student comprehension levels.Grading workflows for papers and exams — evaluate student work independently and apply consistent analytical criteria across a full roster.Discussion and laboratory sections — lead inquiry-based activities that connect theoretical content to practical applications in a discipline-specific lab environment.Course syllabi and web-based resources — develop structured teaching materials including learning objectives and course websites for undergraduate use.Assignment submission procedures — design and communicate clear written and verbal instructions for lab reports and multi-stage projects.Graded assignments and feedback — return assessed work on schedule while providing written commentary that guides student improvement.Examination preparation — draft exam questions aligned to course learning objectives and coordinate logistics with the supervising faculty member.At-risk students — identify learning difficulties through ongoing monitoring and deliver targeted mentoring sessions within a postsecondary advising context.Analytical and spreadsheet software — organize and analyze grade data to track student performance trends across a semester.Course delivery challenges — apply learning strategies and problem-solving skills to adapt instructional methods when standard approaches prove ineffective.
proficient
Undergraduate courses — teach autonomously across the full scope of an introductory or intermediate course, managing all instructional decisions independently.Complex grading and assessment — evaluate nuanced student work such as research papers and original analyses using self-developed rubrics in a university department.Discussion, tutorial, and laboratory sections — design and facilitate high-level sessions that promote critical thinking and discipline-specific inquiry without faculty direction.Comprehensive teaching materials — author complete syllabi, visual aids, supplementary notes, and multimedia course websites tailored to diverse undergraduate learners.Assignment and lab report protocols — produce and revise detailed written instructions that address non-routine student questions and edge cases in submission requirements.Timely return of assessed work — manage complex grading timelines across multiple course sections while maintaining accuracy and constructive feedback quality.Examination development and proctoring — construct, validate, and administer exams—including proctoring accommodations—in compliance with institutional academic-integrity standards.Student mentoring — provide sustained academic coaching for students facing complex learning challenges, drawing on advanced knowledge of learning strategies and social perceptiveness.Information retrieval and computer-based training software — integrate digital tools into course design to enhance self-directed learning for postsecondary students.Instructional problems — apply independent judgment and critical thinking to resolve pedagogical issues—such as content gaps or assessment misalignment—within an undergraduate program.
advanced
Instructional frameworks and teaching philosophies — establish departmental standards for undergraduate pedagogy, guiding junior teaching assistants in course design and delivery.Assessment systems — lead the design of program-wide grading policies and evaluation criteria that align with learning outcomes across multiple undergraduate courses.Discussion section and laboratory curricula — innovate evidence-based instructional models for large-enrollment courses, sharing best practices with faculty and TA teams.Teaching material repositories — direct the development and curation of shared syllabi, digital resources, and course toolkits adopted across a postsecondary department.TA onboarding and professional development — mentor and train cohorts of new teaching assistants in instructional methods, academic-integrity protocols, and student-support strategies.Examination and assessment quality — lead program-level review of exam validity, grading consistency, and academic-integrity enforcement across a postsecondary institution.Strategic student support initiatives — design and oversee tutoring and mentoring programs that address systemic equity gaps in undergraduate learning outcomes.Cross-disciplinary instructional technology integration — champion the adoption of analytical, OCR, and computer-based training software to modernize course delivery at the institutional level.Scholarly and pedagogical inquiry — contribute original research on teaching effectiveness and learning strategies, informing curriculum policy at the department or college level.Departmental coordination and collaboration — lead cross-functional teams of faculty, TAs, and academic advisors to align instructional goals with institutional academic mission and accreditation standards.
Also known as
38 alternate job titles map to this occupation.
Academic Faculty Instructor (Air Force 9H000)ProctorResearch Assistant (RA)Undergraduate TA (Undergraduate Teaching Assistant)Education And Training Helper (Air Force 3F211)Instructor (Air Force 81T0)Testing ProctorEducation and Training Journeyman (Air Force 3F251)College Biology Teaching Assistant (College Biology TA)Teacher AssistantInstructor, Academic (Navy 3251)College AssistantGraduate FellowTeaching FellowFormal Instructor (Navy 003704)Graduate Teaching AssociateGraduate Research AssistantAdvanced Command and Staff School Instructor (Navy 3265)Faculty Research AssistantEducation And Training (Air Force 3F2X1)Air Force Reserve Officer Training Corps Detachment Commander and Professor of Aerospace Studies (Air Force 81D0)Instructor Training Officer (Navy 3262)Graduate Teaching Assistant (GTA)Instructor (Navy 805A)Graduate StudentClassroom AssistantStudent AssistantLanguage Program Manager (Navy C29A)Graduate Student Instructor (GSI)Graduate AssistantEducation And Training Craftsman (Air Force 3F271)Exam ProctorProfessional Development Instructor (Navy 812A)Education And Training Apprentice (Air Force 3F231)Teaching Assistant (TA)Formal School Officer Instructor (Marine Corps 0952)Education And Training Superintendent (Air Force 3F291)Education And Training Manager (Air Force 3F200)