Kai Zhuang Shum, Ph.D., University of Tennessee-Knoxville, and Hailey Ripple, Ph.D., Mississippi State University
Graduate assistants (GAs) are the lifeblood of many university programs, particularly in applied settings such as school psychology clinics, research labs, and community partnerships. When managed thoughtfully, GAs not only help sustain program operations but also develop professional competencies, leadership skills, and a stronger sense of belonging in their training environment. Drawing on our experiences mentoring graduate assistants across a variety of settings, including research, teaching, and clinical settings, we compiled a list of practical strategies to promote GAs’ productivity and growth.
Understanding Different Types of GAs
Not all GA positions are alike. Within most programs, GAs may serve in several distinct capacities—each with unique expectations and learning opportunities.
Teaching Assistants (TAs)
- Support instruction in undergraduate or graduate courses.
- Responsibilities often include grading, holding office hours, lecturing, and leading student activities.
- TAs benefit from mentorship in pedagogy, classroom management, and professional communication with students.
Research Assistants (RAs)
- Contribute to ongoing faculty or grant-funded projects.
- Tasks may include conducting literature reviews, collecting and coding data, analyzing data, and preparing manuscripts.
- Internal department awards fund some RAs, while others are supported through external grants. This distinction can affect expectations and funding structures.
Clinical GAs
- Typically, advanced students (third- or fourth-year students) who carry a clinical caseload manage specialized administrative tasks, such as scheduling, supervising undergraduate volunteers, or maintaining waitlists.
Administrative GAs
- Provide essential operational support to programs or clinics.
- Typical responsibilities include answering phones, managing intake processes, assisting with communications, and coordinating logistics.
Mentoring, Not Just Managing
Supervision shouldn’t be limited to task oversight. A good relationship with your GAs helps them build confidence, independence, and professional identity.
Develop a mentoring plan that includes both professional development and job expectations. Encourage GAs to identify learning goals and revisit them throughout the semester. If you are supervising online GAs, here is a remote mentoring plan.
You can also use tools such as the Mentoring Competency Assessment to self-assess your ability to communicate effectively, align expectations, assess understanding, address diversity, and foster independence.
Consider meta-supervision models, such as having a lead GA or structured peer supervision. If a student holds relevant licensure or certification (e.g., BCBA, educator license), involve them in training peers—with appropriate faculty oversight. This not only lightens your load but builds leadership capacity among advanced trainees.
Clinical Setting Example:
- As faculty, assign a 4th-year doctoral student who currently holds a BCBA credential to supervise one or two 2nd- or 3rd-year students.
- Be mindful of the students you assign to the 4th year student and potentially cater to the 4th year student’s strengths (e.g., if the 4th year student has ample experience in providing academic interventions, assign them students with similar caseloads).
- The peer-to-peer supervisory activities can vary (e.g., completing direct observations of sessions, meeting for individual supervision, training them on new intervention procedures, editing treatment plans, etc.).
- Meet weekly with the 4th-year student to discuss the supervisory relationship, explore various supervision methods, and address any challenges.
- Meet weekly with a 2nd- or 3rd-year student for supplemental supervision and check-in.
- Ultimately, through this model, the workload associated with the faculty member’s direct supervision of practicum activities is reduced, while providing meaningful supervisory experiences for the advanced student.
Setting Clear Expectations and Boundaries
Transparency at the beginning prevents misunderstandings later.
- Outline roles and responsibilities clearly, acknowledging that tasks may ebb and flow during the semester.
- Discuss workload expectations, including how you expect students to juggle assistantship tasks, practicum, and coursework.
- Clarify time-off policies and expectations during university breaks, which can vary by supervisor or department/college/university.
- When possible, put these expectations in writing—a formal agreement can go a long way.
Creating Structure: Systemic GA Management
A consistent system helps maintain fairness, accountability, and efficiency.
- Manualize operations. Create a GA handbook for each position type. Include step-by-step task analyses for everyday duties.
- Define mastery. Clearly state when GAs can complete tasks independently (e.g., after meeting mastery upon observation or treatment integrity checks).
- Track progress. Use tools like Notion, Teams, or Gantt charts to document task completion and progress toward goals.
Promoting Fairness and Preventing Burnout
Even the most motivated GAs can overextend themselves—especially when balancing coursework, practicum, and personal responsibilities.
- Check in regularly about workload and boundaries.
- Request brief documentation of hours or activities throughout the semester.
- If a GA seems overwhelmed, advocate for them and connect with administrators to recalibrate expectations.
Be mindful of perceived inequities among GA roles. Some positions, like grant-funded or research-based GAs, naturally offer greater visibility and professional opportunities (e.g., the chance to present at conferences or publish).
- Address these differences openly and affirm that all roles contribute meaningfully to the program’s mission.
- Use program-wide spaces, such as group supervision or colloquia, to highlight different GA roles. Encourage GAs to present case examples or research updates to showcase their work.
Building a Sense of Community
A culture of shared learning helps everyone feel connected and appreciated.
- Facilitate cross-role collaboration, such as pairing research and clinical GAs to co-create materials or troubleshoot systems issues. These connections help students see their role within a larger ecosystem.
Final Reflections
Managing GAs is one of the most rewarding aspects of faculty life. Done thoughtfully, it’s not just about getting work done; it’s about mentoring emerging professionals, strengthening program culture, and creating systems that make everyone’s work more sustainable.