Please read the complete program description and expectations before submitting an application!
In the TA program, you are training to be a teacher for HVC. You will be paired with a Supervising Teacher to observe and get hands-on teaching experience and guidance in the classroom.
The role of the TA entails: training with a Supervising Teacher for three sessions of classes; attending at least six of the eight classes per session; observing the Supervising Teacher for classroom management techniques, exercise explanations, feedback, etc.
It is not guaranteed that there will be a class teaching opportunity immediately upon graduation from the TA program. TAs will be added to a pool of potential weekly class teachers and may be asked to teach as scheduling requires. Students who have completed at least 1 session as a TA are encouraged to suggest 1-day workshop topics and work with Program Manager Maddy Benjamin to develop a plan and curriculum for the workshop. This is especially recommended for TAs who might like to teach a new advanced class and could help generate more teaching opportunities sooner!
How to become a TA at HVC
TAs must have completed at least two advanced classes at HVC and/or are experienced performers/teachers who are interested in becoming a member of the HVC faculty. TAs are recruited primarily from advanced HVC classes and performance groups. There is an application process for the program, and application is not a guarantee of acceptance into the program. Once the application is submitted, we may reach out to current teachers or coaches for feedback on applicants. Acceptance is determined based on the following criteria, as well as input from current teachers.
TAs will have some combination of the following traits/qualities:
TA opportunities will be determined by schedule, teacher availability and interest. Maddy will pair TAs with available teachers at least two weeks in advance of the session. Not all teachers will be able to work with a TA; schedules will often be a deciding factor.
TAs may miss up to two classes per session and still be eligible for advancement. Any days the TA misses will be noted. If a TA misses more than two classes in a session, they will be asked to discontinue the current session and return when their schedule allows. Any changes in availability should be communicated to Maddy ASAP.
What is the TA process?
In a typical TA process, TAs will train with a Supervising Teacher for three eight-week sessions. All TA’s will start by shadowing Improv 1 or 2. After that, they will work with Maddy to determine their preferred level and shadow that class for two sessions. If they are interested in eventually teaching an advanced level class, they will ideally shadow two different advanced classes.
Ideally, TAs will work with different teachers in order to gain a better understanding of a variety of teaching styles and to gain knowledge of different levels. Understanding a range of classes in the HVC curriculum will help you better understand the needs of your students.
At the end of each session, TAs will be asked to complete a self-evaluation and their Supervising Teacher will also complete a brief evaluation of the TA’s performance. Maddy will then meet with each TA to give feedback, create goals, and determine the next steps for each TA.
While Maddy will work with the TA to develop an education plan, it is ultimately the responsibility of the TA to track the levels they are assisting to make sure they are meeting their attendance requirements and in line with the goals of their plan. While some individuals may have a clear idea of what they want to teach in the future, others may want to TA for more levels to find the right fit.
TAs who fail to meet program and attendance expectations, demonstrate a negative or disruptive attitude in class, or violate HVC’s Anti-Harassment and Issues of Respect Policy will be dismissed from the program and will not be considered for future HVC teaching opportunities.
TA Application
If you’re interested in being considered for the Teaching Assistant Program please submit this application. Acceptance to the program and class assignments are not guaranteed.
Applications are due two weeks before registration opens to the public.
HVC is committed to achieving equitable racial representation in our classrooms for both teachers and students. For that reason, BIPOC will be given preference in joining the TA program.
If you have questions, please reach out to Maddy Benjamin.
TA Objectives by Session
This is a sample of what TA’s may be tasked with doing over the course of their studies. The specifics of their responsibilities will be determined in coordination with their supervising teacher and may vary by class.
First session objectives:
Benefits:
The role of the TA entails: training with a Supervising Teacher for three sessions of classes; attending at least six of the eight classes per session; observing the Supervising Teacher for classroom management techniques, exercise explanations, feedback, etc.
It is not guaranteed that there will be a class teaching opportunity immediately upon graduation from the TA program. TAs will be added to a pool of potential weekly class teachers and may be asked to teach as scheduling requires. Students who have completed at least 1 session as a TA are encouraged to suggest 1-day workshop topics and work with Program Manager Maddy Benjamin to develop a plan and curriculum for the workshop. This is especially recommended for TAs who might like to teach a new advanced class and could help generate more teaching opportunities sooner!
How to become a TA at HVC
TAs must have completed at least two advanced classes at HVC and/or are experienced performers/teachers who are interested in becoming a member of the HVC faculty. TAs are recruited primarily from advanced HVC classes and performance groups. There is an application process for the program, and application is not a guarantee of acceptance into the program. Once the application is submitted, we may reach out to current teachers or coaches for feedback on applicants. Acceptance is determined based on the following criteria, as well as input from current teachers.
TAs will have some combination of the following traits/qualities:
- A dedicated commitment to the values of Happier Valley Comedy.
- Demonstrated understanding of improv principles and how to apply them, based on study and also performance.
- Expressed interest in teaching long-term at HVC. They must have availability to make the necessary time commitment.
- The ability to communicate clearly and effectively.
- Approachable, adaptable, and receptive to notes and coaching.
- A mature and collaborative attitude that puts the needs of the HVC community first.
- The ability to recognize class dynamics, foster a welcoming environment, stay aware of potential conflicts, and navigate challenging conversations.
- Prior teaching experience.
TA opportunities will be determined by schedule, teacher availability and interest. Maddy will pair TAs with available teachers at least two weeks in advance of the session. Not all teachers will be able to work with a TA; schedules will often be a deciding factor.
TAs may miss up to two classes per session and still be eligible for advancement. Any days the TA misses will be noted. If a TA misses more than two classes in a session, they will be asked to discontinue the current session and return when their schedule allows. Any changes in availability should be communicated to Maddy ASAP.
What is the TA process?
In a typical TA process, TAs will train with a Supervising Teacher for three eight-week sessions. All TA’s will start by shadowing Improv 1 or 2. After that, they will work with Maddy to determine their preferred level and shadow that class for two sessions. If they are interested in eventually teaching an advanced level class, they will ideally shadow two different advanced classes.
Ideally, TAs will work with different teachers in order to gain a better understanding of a variety of teaching styles and to gain knowledge of different levels. Understanding a range of classes in the HVC curriculum will help you better understand the needs of your students.
At the end of each session, TAs will be asked to complete a self-evaluation and their Supervising Teacher will also complete a brief evaluation of the TA’s performance. Maddy will then meet with each TA to give feedback, create goals, and determine the next steps for each TA.
While Maddy will work with the TA to develop an education plan, it is ultimately the responsibility of the TA to track the levels they are assisting to make sure they are meeting their attendance requirements and in line with the goals of their plan. While some individuals may have a clear idea of what they want to teach in the future, others may want to TA for more levels to find the right fit.
TAs who fail to meet program and attendance expectations, demonstrate a negative or disruptive attitude in class, or violate HVC’s Anti-Harassment and Issues of Respect Policy will be dismissed from the program and will not be considered for future HVC teaching opportunities.
TA Application
If you’re interested in being considered for the Teaching Assistant Program please submit this application. Acceptance to the program and class assignments are not guaranteed.
Applications are due two weeks before registration opens to the public.
HVC is committed to achieving equitable racial representation in our classrooms for both teachers and students. For that reason, BIPOC will be given preference in joining the TA program.
If you have questions, please reach out to Maddy Benjamin.
TA Objectives by Session
This is a sample of what TA’s may be tasked with doing over the course of their studies. The specifics of their responsibilities will be determined in coordination with their supervising teacher and may vary by class.
First session objectives:
- Watch teacher training video and go over training materials before the start of class.
- Assist with classroom set-up. Chairs, name tags, attendance sheet, any necessary materials, etc.
- Monitor weekly attendance for class. Help teacher keep track of students missing classes and remind about policies.
- Organize a class outing to see at least one Friday and Saturday night show per session.
- Take notes during class to review with the supervising teacher.
- Model exceptional student behavior- assist in exercises by jumping in when called upon, arrive on time, engage in warm-ups and class discussions, etc.
- Meet with Supervising Teacher before or after class to check in about class.
- Complete a self-evaluation at the end of the session.
- All the objectives of first session plus:
- Lead a class exercise- could be a warm up game or section of the lesson plan.
- All the objectives in sessions 1 and 2 plus:
- Assist in leading class introduction and teaching of the On the Nose Pause for Learning
Benefits:
- $100 stipend per session
- Opportunity to learn alongside current HVC teachers
- Included in any HVC professional development sessions
- Potential future teaching opportunities and support in developing workshop and class curricula
Applications for the Fall 2 session will be due Friday, October 4th.
NOTICE OF NONDISCRIMINATION POLICY AS TO STUDENTS
The Happier Valley Comedy School admits students of any race, color, sexual orientation, gender identity or expression, religious affiliation, age, ability, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, sexual orientation, gender identity or expression, religious affiliation, age, ability, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and other school-administered programs.
The Happier Valley Comedy School admits students of any race, color, sexual orientation, gender identity or expression, religious affiliation, age, ability, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, sexual orientation, gender identity or expression, religious affiliation, age, ability, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and other school-administered programs.
