  For the last four years, the School of Physics at Georgia Tech have been
preparing new Graduate Teaching Assistants (GTAs) through a program that
integrates pedagogy, physics content, and professional development strategies.
Here we discuss various assessments we have used to evaluate the program, among
them surveys, GTA self-reporting, and end-of-semester student evaluations. Our
results indicate that GTAs who participate in the program find its practical
activities useful, feel better prepared for teaching, make use of
learner-centered teaching strategies, and receive higher scores in teaching
evaluations.
