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University and Regents policies require that all new graduate teaching and laboratory assistants receive support from the institution for their instructional roles. A University of Georgia policy statement "Screening, Training, and Instructional Support for Graduate Assistants at The University of Georgia" outlines the basic requirements each graduate student must meet before being considered for teaching responsibilities. These requirements include a fall orientation, language evaluation for international students and a series of language support and teaching support courses. However, teaching support opportunities go beyond the initial screening and support courses. These developmental opportunities provide future STEM faculty the opportunity to be introduced to teaching in a supportive environment, to reflect on their strengths and weakness as teachers and to explore possibilities for improvement. Once in the classroom, they are encouraged to document their classroom successes and to develop their teaching expertise by interacting with colleagues through the development of a teaching portfolio. The University recognizes these successes through a teaching awards process and an invitation to apply for a preparing future faculty program called the TA Mentor Program. The Graduate School , in cooperation with the Office of Instructional Support & Development, provides the TA Mentors a year being mentored in teaching and faculty roles. The TA Mentors share their expertise with new graduate students as leaders in their departments in encouraging peer mentoring and as instructors in the teaching support classes. Upon graduation, the TA Mentors continue to participate in a discussion on teaching via the TA Mentor national list discussion that includes over 100 former TA Mentors now in faculty positions. A ten-year longitudinal study of the TA Mentors' transition into faculty roles has informed the development of better teaching support for all teaching and laboratory assistants at the University of Georgia .