Math KU's GTA Evaluation Form (core competencies)
The following performance factors, or core competencies, reflect University expectations, values and priorities for GTAs. These factors should be reviewed each year in conjunction with any department-specific expectations.
Did the GTA completed an optional self-evaluation?
Has the reviewer also submitted a classroom observation evaluation of the GTA?
Teaching and Presentation Ability.
Examples: Monitoring and evaluating student progress and assignments; developing and organizing relevant teaching materials; utilizing approved texts or other instructional materials; preparing and administering examinations effectively; providing opportunities for student engagement; having a team-oriented attitude; regularly attending related lectures and course meetings; working effectively with diverse constituencies; knowledgeable of student perspectives. 
 
Quality of Work.
Examples: Completing work thoroughly and accurately; paying attention to details; completing work on time; providing prompt responses to supervisors, colleagues, and students; performing consistently and at a high level; accepting constructive criticism by demonstrating the ability to listen and incorporate feedback; understanding the importance of confidentiality and the academic and privacy rights of students (e.g., FERPA, University Rules and Regulations); providing clear assignment instructions; arriving well-prepared to teach each class. 
 
Oral and Written Communication.
Examples: Ability to communicate with a diverse range of people; providing accurate information and teaching course content with enthusiasm; dealing effectively with stress; actively listening; being patient and courtesy; recognizing student needs and responding accordingly; demonstrating proficiency in both oral and written skills;  teaching at the appropriate level.
 
Accountability and Self-Management
Examples: Practicing organizational and time management skills; holding office hours at the specified time and location; maintaining on-going communication regarding workload to supervisor; prioritizing and multitasking supervisor requests (e.g., the submission of grades, meetings to review work, updating of BlackBoard, etc.); taking responsibility for all aspects of your work; willing to ask for help and to help others; adhering to the course syllabus; meeting department and university criteria for holding a GTA position; being punctual and reliable.
 
Subject Knowledge and Learning Ability.
Examples: Able to learn new content quickly especially new scholarship in the field as it relates to the course; demonstrates interest in learning more than the basics of teaching pedagogy; responding to student questions in a timely manner; open to new technology related to the implementation of the course (e.g., BlackBoard, Zoom, etc.); able to write clear examinations that are consistent with learning outcomes and course goals.
 
Please rate the overall performance of this GTA for the current review period.