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Advanced Graduate Teacher Certificate (AGTC)


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The Advanced Graduate Teacher Certificate (AGTC) program is centrally administered by the Center for Instructional Excellence (CIE). This program is designed for a select group of graduate students who have achieved an advanced level of teaching experience, skill and success.

The AGTC can assist graduate students who aspire to be excellent teachers in a number of ways. First, the AGTC helps prepare the future professoriate by approaching teaching from a discipline-based perspective, incorporating interaction with peers and applying multiple tools in the assessment of teaching. Second, the AGTC honors graduate students who have made exceptional contributions in classroom teaching, inquiry into teaching and service related to teaching. Finally, the AGTC equips graduate students to confidently advance into the professoriate.

Click on the button to the left to enroll. 

Classroom Teaching Experiences

Teach a minimum of four classes at Purdue. Teaching a class is defined as having University-scheduled teaching duties with students on a daily, semiweekly or weekly basis in a classroom, studio or lab. Responsibilities consisting only of grading and/or writing tests/exams, holding office hours and proctoring tests/exams do not fulfill this requirement.

If you have taught a class as the primary instructor (i.e., creating a syllabus, selecting reading materials, designing student assessments, and developing creative, effective teaching and learning strategies), you only need three teaching experiences. 

Classroom Observations

To be certified, the graduate students must participate in the following activities:

Observe one experienced faculty member in your home department or the department in which you teach.

Observe one experienced teaching assistant in your department or the department in which you teach.

Be observed while teaching a scheduled class and complete a consultative feedback session. The observation should be done by a faculty member from your department or the department in which you are teaching. If this is not feasible, contact CIE for alternatives. Meet with your observer afterward to discuss the experience.

Write a 1-2 page reflection regarding the observations that you completed.


Micro-Teaching (as offered by CIE) is the teaching of a brief, seven-minute lesson in front of a group of peers while utilizing a lesson plan. After teaching, you will receive feedback from peers and then meet with a CIE staff member to watch and discuss your video. Finally, you will submit a reflective essay discussing your experience. This is a certificate requirement on its own and it does not count towards the teacher development activities.

TA Orientation

Teaching Assistant Orientation (TAOr) for new GTAs is conducted in the fall semester on the Wednesday prior to the first week of classes. Students looking to meet the criteria for the GIDC may either attend the all-campus TAOr, which is facilitated by CIE, or an equivalent program offered in the department in which they hold their teaching appointment (the orientation must cover an equivalent amount of teaching topics). GTAs who did not attend TAOr prior to their first semester of teaching should contact CIE in order to register for a future orientation experience or enroll in additional workshops.

Instructional Development

Enroll in and complete an approved campus course on college teaching. One such course is EDCI 589, a cross-disciplinary course offered fall and spring semesters and taught by CIE faculty.

In rare instances, participation in 18 or more hours of approved workshops or seminars on college teaching beyond the pre-semester orientation can be accepted. Graduate seminars on teaching and learning (such as College Teaching Workshops Series) are examples. All courses, seminars and workshops must be CIE-approved to apply to this requirement.

Student Feedback and Evaluation

Same as tier 2 (GTC) plus CourseEval scores for additional teaching experiences. 


There are two components to this requirement: being mentored and being a mentor. Being mentored includes meeting with a faculty member on a specified basis. Being a mentor includes meeting one-on-one on a weekly or biweekly basis for a minimum of one semester with a junior GTA and completing reciprocal classroom observations. This requirement also includes a self-reflective essay.

Training Other TAs

Work with other GTAs to support good teaching, both on campus and in the graduate student's department, for a minimum of 5 hours. Options include working as a head GTA, supervising other GTAs for a minimum of one semester; facilitating at a pre-semester orientation for GTAs and/or international GTAs; or facilitating continuous improvement seminars for other GTAs (CIE will assist you in this process). This requirement also includes a self-reflective essay.

Scholarship of Teaching and Learning (SoTL)

Investigate a minimum of one area related to your teaching and student learning and present results in a campus setting such as a graduate seminar, colloquium or workshop. An example might be comparing two different teaching methods used with different sections of a course and comparing the differences in student learning outcomes or adapt, develop or implement a creative interactive use of technology for instructional settings such as interactive computer testing, videoconferencing, and/or distributed or distance learning. This requirement also includes a self-reflective essay.


Complete a minimum of 10 hours of discipline-based service on campus or in the community. Examples include: accounting majors helping community members with tax returns, kinesiology majors coaching youth teams, English majors tutoring in literacy programs, agronomy majors assisting with 4-H programs, completing a for-credit Service Learning course and serving on department, college campus-wide or professional committees. This requirement also includes a self-reflective essay.

Teaching Portfolio

Construct a teaching portfolio that includes a personal teaching philosophy, samples of lessons, tests, feedback to students, a sample syllabus, assessment and evaluation results, personal narratives reflecting on your progress, and if possible, student narratives selected from evaluations to support teaching effectiveness. 

The portfolio can be a hard copy or an e-portfolio. 

Student Feedback and Evaluation

Same as tier 2 (GTC) plus CourseEval scores for additional teaching experiences. 

AGTC Application

Graduate students interested in the AGTC are encouraged to begin working on it as soon as they begin their teaching assistantships. Upon application, a representative from CIE (Center for Instructional Excellence) or a departmental faculty or staff member will assist the graduate student in individualizing the AGTC program and provide guidance throughout the process.

Graduate students who fulfill AGTC requirements and demonstrate excellence in teaching are eligible to have their applications reviewed by the AGTC committee.

While graduate students are encouraged to complete the Graduate Teacher Certificate (GTC) program prior to completing the AGTC, it is not mandatory to do so (see the companion brochure on the GTC). Requirements fulfilled for the GTC can be applied to the AGTC program. Click on the button to the left to enroll in the program. 

Graduate Teacher Celebration

The annual Purdue University Graduate Teacher Celebration recognizes students who successfully complete the AGTC requirements by April 1 of any given year. The teaching certificate program helps graduate students realize growth and satisfaction by providing teaching and mentoring experiences and instructional development that can be assessed and documented for career purposes. A certificate will be awarded to those graduate students who successfully complete the AGTC program.