This practice paper presents an aligned model for the training and recognition of Graduate Teaching Assistants (GTAs) in the engineering teaching laboratories at a UK-based Russell Group university. The model comprises four key elements: reflective and critical feedback through peer teaching, technical and pedagogical training informed by practice, equality diversity and inclusion (ED&I) training, and community-building/mentorship. Specifically designed to meet the Professional Standards Framework (PSF) requirements, this model facilitates GTAs' achievement of Fellowship of the Higher Education Academy (FHEA). The training has significantly increased successful FHEA applications among GTAs, enhancing both their teaching efficacy and professional development. By detailing the development, implementation, and evaluation of this model, the paper provides actionable insights for institutions aiming to enhance their GTA programs, particularly in engineering education. These insights contribute to the broader discourse on effective training models and their impact on educational practices within engineering contexts.