Teaching Assistant Visa Sponsorship Jobs in California

INTRODUCTION

Heralded as a hub of undergraduate innovation, the Office of the Vice Provost for Undergraduate Education (VPUE) creates and sustains meaningful interactions between students and faculty both within and outside the classroom. As a collaborative team member of VPUE, you have a unique opportunity to advance and support programs that touch and enhance the lives of every undergraduate student at Stanford. As a team member in a unit that is also affiliated with the Office of the Vice Provost for Graduate Education (VPGE), your positive impact on graduate students and their teaching and learning will also be substantial.

The Stanford Center for Teaching and Learning (CTL) supports the university’s core educational mission. We help faculty, lecturers, and teaching assistants (TAs) design, teach, and improve courses and curricula. We partner with schools, departments, and programs to ensure ongoing, meaningful teaching and learning. We help students thrive in their studies through academic coaching, peer tutoring, language conversation practice, and specialized support for neurodiversity. The latest evidence about what works in higher education is woven through our programs and services.

ROLE AND RESPONSIBILITIES

The Associate Director, Graduate Teaching Programs, is a member of the instructor-facing team in the Center for Teaching and Learning. Reporting to the Director of Academic Teaching Programs, the Associate Director helps envision, design, implement, and evaluate offerings to advance evidence-based teaching practices among graduate student instructors, ultimately impacting the learning experiences and education of Stanford undergraduate and graduate students. In partnership with CTL colleagues and leadership across the university, the Associate Director designs, delivers, and assesses pedagogical programming for Stanford graduate student instructors, which includes leading specific core CTL programs, managing an Assistant Director who contributes to those programs and supervises student staff, conducting consultations, student feedback sessions, and workshops, developing new teaching-focused resources, and facilitating customized educational development experiences for graduate student instructors. As part of the Academic Teaching Programs team, the Associate Director also contributes to strategy and long-range planning for pedagogical programming more broadly and may take on special projects related to graduate instruction at Stanford.

In this role, you will:

• Contribute substantially to the vision, program management, budget responsibility, and oversight for Graduate Teaching Programs in collaboration with the Director of Academic Teaching Programs.

• Lead and oversee the Stanford CTL + CIRTL Network teaching certificate program for graduate students and postdoctoral scholars, including certificate stages and requirements, the scholarly teaching program, campus offerings, contributions to the national CIRTL Network, updates to campus advisory and leadership bodies, coordination of involved staff, participation in CIRTL meetings as Stanford’s representative, and preparation of annual reports.

• Actively build relationships with academic and administrative units on campus to improve, expand, and augment teaching development offerings for graduate instructors, customize offerings for specific units, and represent and promote Graduate Teaching programs and resources on campus.

• Strategize with team colleagues and CTL leadership to offer a unified portfolio of support for campus graduate instructors that increases their use of evidence-based teaching and learning practices, suitably integrates academic technology, and expands CTL’s campus impact.

• Manage and support the professional growth of the Assistant Director of Graduate Teaching Programs who oversees and contributes to live and asynchronous TA Orientation and the annual Graduate Course Design Institute; supervises a team of Graduate Teaching Consultants; conducts individual consultations, student feedback services, and workshops; contributes to the campus CIRTL program; maintains programmatic records and documentation; and facilitates Graduate Teaching programs communications, including maintaining relevant CTL websites.

• Work with the Assistant Director of Graduate Teaching Programs, the Director of Academic Teaching programs, and VPUE Assessment and Evaluation colleagues to gather, analyze, and act upon audience feedback and other information for continuous improvement of Graduate Teaching programs, services, and resources.

• Develop and assess new Graduate Teaching programs and services in response to emerging departmental and campus needs.

• Contribute to Graduate Teaching offerings, such as facilitating sessions within TA Orientation, the Graduate Course Design Institute, and CIRTL, conducting 1:1 consultations and student feedback sessions for graduate instructors, delivering custom workshops, updating existing offerings and resources, and contributing to the support and mentoring of Graduate Teaching Consultants.

• Create evidence-based resources for campus use to guide graduate instructor pedagogy, unite perspectives of primary instructors, graduate instructors, and students, and amplify CTL’s teaching and learning services, e.g. via the Stanford Teaching Commons.

• Oversee, contribute, and coordinate newsletter items for CTL’s monthly newsletter to graduate and postdoctoral instructors, work with CTL communications staff to implement a comprehensive communications strategy covering email, newsletter, website, and other modalities, and collaborate with CTL, VPUE, and VPGE communication staff to publicize programs and services and share compelling stories related to areas of responsibility.

• Conduct literature reviews for specific teaching topics and review of peer institution programs as needed.

• May work extended hours, evenings or weekends; may travel locally; occasional overnight travel.

• Frequently stand/walk, sitting, grasp lightly/fine manipulation, perform desk-based computer tasks. Occasionally use a telephone, writing by hand, lift/carry/push/pull objects that weigh up to 40 pounds. Rarely sort/file paperwork or parts, lift/carry/push/pull objects that weigh >40 pounds. Ability to use voice to present information/communicate with others. On-campus mobility.

BASIC QUALIFICATIONS

To be successful in this role, you will bring:

• Bachelor’s degree, advanced degree (Master’s, Ph.D., or Ed.D.), and at least two years of relevant experience

• Two or more years of teaching experience

• Facility with current technologies that support teaching and learning

• Experience and ability to oversee and direct staff

• Demonstrated experience and ability to collaborate constructively, inclusively, and equitably with campus stakeholders, including undergraduates, graduate students, postdocs, lecturers, faculty, and staff

• Ability to work independently and in teams and take the initiative, especially in new ventures or with pilot projects

• Strong written and oral communication skills, and proactive approach to communicating work progress, questions, timelines, and feedback

• Excellent analytical and organizational skills and ability to manage multiple tasks, especially complex projects with multiple due dates

• Demonstrated experience engaging in iterative and collaborative improvement of work products and exhibiting a mindset of continuous learning and growth.

• Fluency in terminology, research, and recommendations around effective and inclusive pedagogy.

• Attention to detail and accuracy.

PREFERRED QUALIFICATIONS

In addition, preferred requirements include:

• Advanced degree (Ph.D. or Ed.D.)

• Documented success applying relevant research and prior teaching experience to assess needs and develop teaching and learning recommendations for graduate instructors at a research university

• Experience with commonly used learning technologies (such as the videoconferencing, polling software, live inking and annotation, learning management systems, and generative artificial intelligence in a teaching setting)

• 2-3 years experience with program management, especially complex projects with multiple deadlines

• 2-3 years experience working in the field of educational, academic, or teaching development, such as in a higher education center for teaching

• 2-3 years experience managing staff to drive results and support professional growth and belonging

• Experience managing a budget and developing financial plans

HOW TO APPLY

Your complete application consists of two required portions:

• Current C.V.

• Cover letter: In no more than 500 words: share a professional or personal story about you that highlights one way in which you and your experiences demonstrate what successful candidates will bring to this role, along with any preferred qualifications you would bring. Note that your story will be assessed for writing clarity and alignment with the role.

Completed applications will be reviewed on a rolling basis beginning August 10, 2026.

CORE DUTIES:

• Develop and manage research programs by conducting research activities, including outreach to varied stakeholders within the program, assigning resources and making program improvement recommendations that impact policies and programs.

• Identify, recommend and implement opportunities for new research.

• Source, collect and analyze data, create reports, review and explain trends; formulate and evaluate alternative solutions and/or recommendations to achieve the goals of the program or function.

• Teach and/or assist in the teaching and administration of courses. Develop curriculum. Develop curriculum-rating survey, detailed feedback on courses and make recommendations for preliminary overview and changes.

• Write and/or edit complex content for proposals, research grants, peer-reviewed publications, and other program activities.

• Contribute to and inform on strategic program/entity planning and related funding and financial sustainability.

• May advise students and/or coach/mentor clients.

• Develop or contribute to outreach strategy related to program communications, development, partnerships, and fundraising/funding.

• Coach and mentor program staff.

MINIMUM EDUCATION AND EXPERIENCE

Bachelor’s degree and three years of relevant experience or combination of education, training, and relevant experience. Advanced degree may be required for some programs. For jobs with financial responsibilities, experience managing a budget and developing financial plans.

KNOWLEDGE, SKILLS AND ABILITIES:

• Ability to develop program partnerships and funding sources.

• Excellent oral, written, and analytical skills, exhibiting fluency in area of specialization.

• Ability to oversee and direct staff.

• Basic knowledge of managing budgets and developing financial plans.

CERTIFICATES AND LICENSES REQUIRED

For teaching jobs, advanced degree or certification may be required for some programs.