This program guide is maintained and posted on the Relay ... · This program guide is maintained...

This program guide is maintained and posted on the Relay Course Platform and can be found in the GEN-101 module. Please consult the Course Platform for the most up-to-date information.

https://cp.relay.edu/module/read/1875

Contents ............................................................................................................................... 2

Master of Arts in Teaching Program Overview ....................................................................... 4

Academic Overview ..................................................................................................................... 4

Program Components ................................................................................................................. 5

Core, Content, and Elective Modules ...................................................................................... 5

Professionalism ........................................................................................................................ 6

Classroom Observations .......................................................................................................... 6

Master’s Defense ..................................................................................................................... 6

Student Outcomes ................................................................................................................... 6

Admission to Relay ................................................................................................................ 8

Admission Criteria ....................................................................................................................... 8

Master of Arts in Teaching (M.A.T.) Program.......................................................................... 8

How to Apply ............................................................................................................................... 9

Majors ......................................................................................................................................... 9

Licensure ............................................................................................................................. 10

Master of Arts in Teaching (M.A.T.) Program ........................................................................... 10

Academic Expectations ........................................................................................................ 13

Graduation Requirements ......................................................................................................... 13

Academic Progress .................................................................................................................... 13

Academic Standing and Satisfactory Progress ...................................................................... 13

Academic Honors ................................................................................................................... 14

Academic Probation and Dismissal Policy ............................................................................. 14

Calculating a Grade Point Average (GPA) .............................................................................. 15

from a Rubric Score Average (RSA) ....................................................................................... 15

Assessments ........................................................................................................................ 16

Assessment Philosophy ............................................................................................................. 16

Rubric Scale ............................................................................................................................ 16

Submission Requirements ..................................................................................................... 17

Demonstration of Proficiency in Advance of Instruction ...................................................... 18

Observation and Professionalism Details .................................................................................. 19

Classroom Observations ........................................................................................................ 19

Professionalism ...................................................................................................................... 19

Professionalism Rubric .......................................................................................................... 22

Academic Policies ................................................................................................................ 23

Retaking Failed Modules ....................................................................................................... 23

Academic Honesty and Collaboration ................................................................................... 23

Grade Appeals ....................................................................................................................... 24

Extension Requests ................................................................................................................ 25

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©Relay Graduate School of Education 2016. All rights reserved.

Office Hours ........................................................................................................................... 25

Children in Class ..................................................................................................................... 25

2016-2017 Class Schedule .................................................................................................... 26

Appendix A: Residency Program Guide ................................................................................ 27

Residency Program Overview .............................................................................................. 28

Residency Program Philosophy ................................................................................................. 28

Year 1 ..................................................................................................................................... 28

Year 2 ..................................................................................................................................... 29

Residency Curriculum & Training .......................................................................................... 29

Residency Program Pillars .................................................................................................... 32

Deliberate Practice .................................................................................................................... 32

Assessment and Gateways ........................................................................................................ 32

Resident Advisor ........................................................................................................................ 33

Gradual On-Ramp to Teaching .................................................................................................. 34

Residency Program Details .................................................................................................. 35

Resident Job Description ........................................................................................................... 35

Teaching Assistant with the Resident Advisor ...................................................................... 35

Gradual On-Ramp Aligned Teaching ..................................................................................... 35

Support .................................................................................................................................. 35

A Typical Day in the Life of a Teaching Resident ................................................................... 37

Residency Student Support ................................................................................................... 38

School and Network Partnerships ......................................................................................... 39

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Relay coursework is based on four Elements of Effective Teaching. Taken together, these four elements represent the set of knowledge, skills, and mindsets often found in teachers who lead their P-12 students to profound growth and achievement. During their two years at Relay, graduate students will complete modules in each of these elements, as well as modules in which they learn how to measure their P-12 students’ growth and achievement.

Teachers need to be aware of themselves as professionals and reflect on their ability to reach their students. Teachers must also be mindful of who their students are as individuals, and of the communities that shape their students’ lives. SOP modules provide graduate students with tools to make these connections to themselves, their students, and their students’ families. The modules focus on personal growth and reflection, understanding and working with families and communities, and modeling and teaching strong character.

In CC modules, graduate students learn about the countless tangible and intangible details that combine to create an environment wherein students are joyfully engaged and meaningfully on-task and feel ownership of their individual and collective successes. In the first several modules, graduate students explicitly focus on classroom management and classroom systems.

TC modules address the skills a teacher needs for instructional planning, instructional delivery, and assessment. Graduate students practice planning for a year, a unit, and a lesson. They will learn how to reach every student while delivering their lessons, as well as how to use assessment not only to confirm that every student learned but also to shape the learning that will come next.

In Content modules, graduate students learn the best pedagogical practices and strategies for the subjects and/or grade levels that they teach. Additionally, Relay believes that all teachers are reading and writing teachers. To that end, all Relay graduate students are equipped with the knowledge and skills necessary to diagnose and address the reading and writing abilities of

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all students regardless of the content being taught. Furthermore, graduate students learn how to work with English Learners, students struggling with specific content and students who have special needs.

In SGA modules, graduate students will learn how to measure students’ outcomes through the Relay Pathway to Student Achievement. To measure students’ academic and character outcomes, graduate students will learn how to determine the content they want to measure and solidify assessment plans aligned to that content. They will also learn how to set ambitious goals, track student progress, and verify outcomes at the end of the academic year.

All students are enrolled in three types of modules: Core, Content, and Elective modules. Scores earned on these modules contribute to students’ Rubric Score Average (RSA).

Core modules make up about 50% of the academic program and encompass three of the four elements of effective teaching: Self and Other People, Classroom Culture, and Teaching Cycle. Additionally, graduate students create and follow their Pathways for Student Growth and Achievement. These modules represent the knowledge and skills all great teachers must have regardless of the grades or subjects that they teach. Graduate students take all of these modules with Relay faculty members in a consistent weeknight section (e.g., always at 6 p.m. on Thursday nights) in both the fall and spring terms.

Content modules comprise approximately the other half of the academic program and the knowledge and skills necessary to teach a particular grade or subject. Content modules are taught in grade- and/or subject-specific groups led by a faculty member with that particular area of teaching expertise and experience. At Relay Denver, these modules take place on weeknights.

Elective modules address a variety of teaching knowledge and skills, such as advanced classroom-management or teacher-organization skills. Elective modules are offered each term. In most cases, graduate students may choose their own electives, though occasionally faculty may prioritize elective content for graduate students.

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As teachers, graduate students work with their students to build the academic skills and strength of character necessary for them to succeed in college and life. To do this work with integrity, teachers must each embody the same standards that they set for P-12 students. Faculty evaluate graduate students’ demonstration of these standards of professionalism on a Professionalism rubric each term, the score of which is factored into a student’s RSA. For additional details, see “Professionalism”.

To see firsthand how graduate students are progressing as teachers, faculty members will observe graduate students’ classrooms several times over the course of two years. Faculty members’ expectations for these observations will become more complex as the graduate students progress through their time at Relay. The scores earned in these in-person observations will factor into graduate students’ RSA. For additional details, see “Classroom Observations”.

As a final capstone assessment, all graduate students complete a Master’s Defense. Students film an outstanding lesson, write a Data Narrative, and deliver an Oral Defense. For the video, graduate students will showcase their best work in each of the four Elements of Effective Teaching, as displayed in a lesson with their P-12 students. For the Data Narrative, students will write a report analyzing their students’ achievement outcomes. For the Oral Defense, graduate students will present an overview of their students’ academic and character growth and achievement, as well as key learnings from their coursework in the program.

Current research suggests that there is no statistically significant association between having received a master’s degree in education and leading students to academic achievement.1 By design, Relay hopes to change this statistic. Graduate students at Relay must demonstrate that their P-12 students have made meaningful and measurable academic gains. For more information about this requirement, please see the Student Growth and Achievement Handbook, which you’ll receive when you embark on the Student Growth and Achievement

1 Rivkin, S. G., Hanushek, E. A., & Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica,

73(2), 417-458.

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process in Year 1 of the program. In the meantime, please direct any questions to your faculty advisor.

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The information below outlines the admissions criteria and the steps required to apply. If you have questions or need more information, email the Office of Enrollment Services at [email protected] or call 212-228-1888, ext. 201.

To be considered for admission into Relay's Denver MAT program, applicants must:

Secure a teaching position (teacher or Resident) for the 2016-17 school year at a partner school;

Maintain a cumulative undergraduate grade point average of 3.0 or higher on a 4.0 scale;

o Applicants with a G.P.A. lower than 3.0 but at least 2.75 may be considered for admission by submitting an additional letter of recommendation that explains their qualifications for admission to Relay;

An official, hard copy, degree-conferred undergraduate transcript that shows proof of a baccalaureate degree from a regionally accredited institution of higher education;

Robust content knowledge, as demonstrated by o A major in, or closely related to, the intended teaching field.

OR o A passing score on the appropriate PLACE or Praxis II Content test. If the

candidate has not yet taken the PLACE or Praxis II, they can provide an upcoming test date. OR

o 24 content hours in the field, pursuant to CDE content area worksheet requirements.

Applicants who intend to pursue Alternative Licensure must also meet pre-service requirements, outlined below:

Complete an approved new teacher onboarding program operated by one of Relay GSE’s partner organizations; and/or

Demonstrate proof of prior employment or service in a K-12 school through a signed letter from a principal or teaching supervisor (e.g. current Residents at partner schools, paraprofessionals, Citizen Schools instructors, Denver Math Fellows alumni, City Year alumni, etc); and/or

mailto:[email protected]

https://www.cde.state.co.us/cdeprof/licensure_institutions

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Complete a minimum of 30 clock hours of pre-service field-based observations and related experiences.

Applicants whose degree-conferred undergraduate transcript reflects a GPA of less than 2.75, but of at least a 2.5, will not be considered for regular admissions, but may be considered for non-matriculated enrollment.

To apply to the Relay Denver M.A.T. program, applicants will be asked to complete the Relay admissions application, which includes:

Applicant information, including education and employment information

A resume

An essay

Contact information for at least one recommender, whom Relay will contact

$50 non-refundable application fee (paid online via the online application system)

Sealed, hard copy, degree-conferred official transcripts from all colleges and universities attended, addressed to: Relay Graduate School of Education, 40 W 20th St., 7th Floor, NY, NY 10011

Please ensure Relay receives your complete application, which includes degree-conferred transcript(s) and recommendations. The Office of Enrollment Services will only evaluate complete applications.

Relay’s programs lead to a Master of Arts in Teaching (M.A.T.) degree. The following programs are available for the 2016-2017 school year:

Elementary Education (K-6)

Secondary English Language Arts (7-12)

Secondary Mathematics (7-12)

Secondary Science (7-12)

Secondary Social Studies (7-12)

Please note that the list above also refers to the Colorado endorsement area associated with each program.

http://relay-ascend.symplicity.com/applicant/

http://relay-ascend.symplicity.com/applicant/

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Relay Denver offers two options for licensure: alternative and traditional. M.A.T. students without an initial teacher license may be eligible to pursue alternative licensure and then apply for traditional licensure. M.A.T. Residents who seek licensure will pursue traditional licensure.

Upon meeting the following requirements, Residents can apply for a Colorado Initial Teacher license with an endorsement in their content area:

*Please visit the CDE website for a list of approved institutions

**Passing PLACE scores can be found here and passing Praxis II scores can be found here

Undergraduate Degree

• Licensure candidates must hold an undergraduate degree from an approved institution*

Successful Educator Preparation Program

Completion

• Relay Denver candidates must have good academic standing upon completion of the Summer 2 term to apply for licensure

Demonstrate Content Knowledge

• Earn a passing score on the content-specific PLACE or Praxis II exam** OR

• Earn an undergraduate major in the content area OR

• Hold at least 24 credits in the content area, as determined by CDE

https://www.cde.state.co.us/cdeprof/checklist-initialteacher


https://www.cde.state.co.us/cdeprof/Licensure_institutions

https://www.cde.state.co.us/cdeprof/Licensure_PLACE_info

https://www.cde.state.co.us/cdeprof/Licensure_PRAXIS_info

https://www.cde.state.co.us/cdeprof/Licensure_institutions

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*All licensure candidates must submit fingerprints to CBI, even if they have previously submitted fingerprints to their school or district. Instructions for this process can be found here.

**CDE has numerous documentation requirements, many of which can take weeks or months to collect. This process must begin in January in order to ensure a prompt licensure approval in summer.

***CDE Program Verification Form can be found here and on GEN-101

September 1

•Relay Denver graduate students must demonstrate content knowledge (see table above) by September 1

January

•Create e-licensure account on the CDE website

•Begin collecting required documents*

February

•Submit your fingerprints to the Colorado Bureau of Investigation**

June

•Upon successful completion of all terms through Summer 2, submit the CDE Program Verification from to your Dean***

•After all materials are compiled, submit your application for initial licensure

6 to 8 weeks later

•Receive initial licensure

https://www.cde.state.co.us/cdeprof/fingerprints


https://www.cde.state.co.us/cdeprof/approved_program_verification_form

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The timeframe for alternative licensure will depend on when a candidate is hired at a partner school.

*Candidates can apply to the Relay GSE Alternative Licensure Program and partner schools

simultaneously. This may be necessary for candidates who apply late in the application process and

school hiring season. Candidates must secure a teaching placement by the end of September to ensure

they are able to engage with the clinical nature of the program. If a student is not placed by end of

September, Relay recommends taking a 1-year leave of absence at no cost to the student. This happens

very rarely.

1 •Candidate is hired at a partner school in their desired endorsement area*

2 •Candidate enrolls in Relay GSE Alternative Licensure Program

3 •Candidate creates an eLicensure account on the CDE website

4

•Candidate completes FBI/CBI fingerprint requirements and background check

•Candidate demonstrates content knowledge through assessment, degree, or credit hours

5 •Candidate secures a signed Statement of Assurance of Employment and all required employment documents

6 •Candidate submits Alternative Licensure application, including all documents listed above

7 •CDE approves or denies alternative licensure request

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Relay requires more from its graduate students than simply completing the curriculum and moving on to new material. Relay graduate students must demonstrate that they have mastery of the techniques they have learned at Relay and are using these skills to successfully lead their students to meaningful and measureable achievement gains. To these ends, in order to graduate, students are required to:

1. Demonstrate at least a “Foundational” level of performance (i.e., earn a “2” on a module rubric) on all modules in their programs of study.

2. Earn a cumulative 2.7 Rubric Score Average (RSA). The Overall Rubric Score Average is an unweighted cumulative average of all module rubrics in the program to date.

3. Lead P-12 students to the equivalent of at least one year’s worth of academic gains during Year 2 of the program.

Graduate students must:

1. Earn at least a “2” on all modules; 2. Earn a minimum 2.7 RSA to remain in good academic standing each term; and 3. Earn a minimum cumulative 2.7 RSA to graduate.

The Dean’s Office reviews graduate students’ complete academic records at the end of each academic term to determine whether they are meeting the following standards of progress:

Standards of Academic Progress

Dean’s List Honors 3.5 or greater RSA for the term

Good Standing 2.7 or greater RSA for the term

Probation Less than 2.7 RSA for the term

Dismissal Less than 1.0 RSA for the term

Every term, graduate students receive midterm and end-of-term notifications of academic standing. The vast majority of graduate students remain in good standing for the entirety of

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their time at Relay. However, graduate students who are on academic probation for any reason have one term in which to return to satisfactory academic standing; failure to do so results in dismissal from Relay. In other words, two consecutive terms on academic probation will result in dismissal. If you are concerned about your academic progress, be sure to reach out to your faculty advisor.

Graduate students who do exemplary work, both with their P-12 students and at Relay, receive special recognition. There are three ways in which Relay honors exceptional students: the Dean’s List, completion of a year with Distinction, and the Faculty’s List.

At the end of each term, the top graduate students from each class are recognized. Students who have earned a 3.5 or greater RSA throughout the term are placed on the Dean’s List.

Graduate students who earn a 3.5 or greater RSA, a score of 3 or 4 on their final classroom observation (OBS-202), and whose P-12 students have achieved the Ambitious Goal in all subjects, graduate with Distinction.

The Dean’s List and Distinction are measured in purely quantitative terms. Because the work of great teachers cannot be measured by numbers alone, we have an additional honor at Relay: the Faculty’s List. At the conclusion of each academic year at Relay, each faculty member nominates a graduate student who has accomplished great things that are less easily quantified, such as starting much-needed after-school clubs for students, forging strong connections with students’ families, or demonstrating remarkable strength of character in trying times. Graduate students who have excelled in ways that numbers cannot capture may be honored as members of the Faculty’s List.

If graduate students’ pace of academic progress is unsatisfactory (as detailed in the table above) the students are placed on academic probation. Graduate students who are on

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academic probation for any reason have one term in which to return to satisfactory academic standing; failure to do so results in dismissal from Relay. If placed on probation, graduate students are required to have initial meetings with their faculty advisors in order to develop written plans for returning to good academic standing. The plan must be signed by the students and faculty advisors and filed with the Dean’s Office at the beginning of the term. While all graduate students are expected to attend every class, complete all assessments in a timely manner, and attend initial and follow-up meetings with faculty members, it is especially important for any graduate students on probation to meet these expectations and return to good academic standing. The Dean’s Office or Faculty Advisors will notify the principals (or appropriate school or program leaders) if graduate students on probation have not made adequate progress by the midpoint of their probationary term in order to seek additional school-level support for the graduate student. Any graduate students whose academic progress falls below the dismissal benchmark for a second consecutive term (as outlined in the chart above) will face academic dismissal. The Dean and the faculty review the academic performance of all graduate students before deciding whether or not to dismiss students who are on probation for two consecutive terms. If dismissed, graduate students can appeal the dismissal by contacting the Dean to request reinstatement. The Dean will make a decision regarding reinstatement, and the decision of the Dean is final. For detail on administrative withdrawal and dismissal from the Relay program, see the “Withdrawal” section.

Achievement at Relay is best reflected by a teacher’s P-12 student growth and achievement data and by successful progress toward the Relay graduation requirements, rather than by a traditional GPA. In fact, Relay suggests that graduate students report their P-12 student growth and achievement data, rather than GPA, on their résumés. At the same time, graduate students may need to report a traditional GPA for external purposes (applying to doctoral programs, seeking external scholarships, etc.). To this end, Relay adds 0.5 to a graduate student’s RSA to report GPA on official transcripts and in communication with external parties. For example, if a given graduate student has a 3.2 RSA at Relay, Relay reports a 3.7 GPA.

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The techniques and strategies taught at Relay are designed to foster growth and achievement in P-12 students. The assessments graduate students complete mirror, to the greatest extent possible, the kinds of tasks that great teachers do as a part of their day-to-day work. These assessments are designed to help graduate students meaningfully improve their practice and lead their P-12 students to measurable academic gains and character growth.

Relay instructors measure graduate-student performance on assessments using the following scale: (4) Exemplary - Graduate students who earn a 4 on a rubric row have demonstrated exemplary performance of the strategy or technique described in that row. Earning a 4 is rare. (3) Proficient - Graduate students who earn a 3 on a rubric row have demonstrated solid, proficient performance of the strategy or technique described in that row. Earning a 3 is the expected outcome of completing the module. (2) Foundational - Graduate students who earn a 2 on a rubric row have demonstrated foundational skills with respect to the strategy or technique described in that row. With more support, they will likely be able to demonstrate proficiency on that strategy or skill. Earning a 2 achieves the minimum score with which graduate students can earn the credit associated with a module. (1) Attempting - Graduate students who earn a 1 on a rubric row have attempted to master the strategy or technique described in that row. They need more support and/or need to put in more work before they can demonstrate proficiency with that strategy or technique. Earning a 1 on a module results in no credit earned for the module. (0) Lacking - Graduate students who earn a 0 on a rubric row have not attempted to master the strategy or technique described in that row. Earning a 0 on a module results in no credit earned for the module.

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All module-assessment due dates and times are posted on the Course Platform. These due dates are posted on each module’s assessment page and on graduate students’ individualized online agendas. Assessments submitted after the posted due date are automatically scored as “0.” For example, if an assessment is due Monday at 9 a.m. and graduate students submit it Monday at 9:01 a.m., it is scored as “0.” Please see the “Retaking Failed Modules” section below for further details about resolving a failed module in a future term.

Graduate students should follow the directions on the module assessment page, including changing the name of all files according to the following convention, before uploading them to the Course Platform:

YOUR-LAST-NAME_YOUR-FIRST-INITIAL_MODULE-CODE

For example, if Jon Snow were submitting his document file for CC-100’s assessment, his file would be titled “Snow_J_CC-100.” The above naming convention supports faculty members who manage large numbers of student assessment submissions to efficiently evaluate your work. Thank in advance for always including your last name and first initial in your file submission title. Correct and Complete Content: Assessments submitted incorrectly (e.g., a video submitted via email, in the wrong format, containing the wrong footage) or incompletely (e.g., a 500-word reflection that cuts off mid-sentence at 150 words) are considered unprofessional and may negatively affect graduate students’ Professionalism scores. If a faculty member identifies incorrect or incomplete submissions, he or she will notify the graduate students. The students have one business day from the time of the notification to submit the file correctly. After one business day, the instructor grades the assessment as submitted, which will likely negatively affect its score. Professional Writing: Graduate students’ writing in Relay assessments must be clear and precise with respect to its content, grammar, spelling, and punctuation. Submitting written work that lacks clarity and/or precision is unprofessional and negatively affects graduate students’ Professionalism scores. Graduate students should proofread and edit their work carefully before submitting, so that the work embodies the characteristics of professional writing.

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One of Relay’s fundamental beliefs is that graduate students should progress through the program “as fast as you can, but as slow as you must.” To this point, Relay offers the opportunity for graduate students to demonstrate proficiency before they are required to attend in-person class for many modules. Relay refers to this opportunity as Proficiency in Advance, or “PiA.” If a graduate student can demonstrate proficiency (i.e., earn a score of “3”) on the summative assessment for a module by the PiA deadline, graduate students need not attend any of the online or in-person sessions associated with that module. (Note: Graduate students can earn credit for completing a module by earning a “2” after having completed the class sessions and work at the typical pace, but they must earn a “3” to demonstrate PiA.) This opportunity is available for most core modules and for select content modules. If graduate students would like to demonstrate proficiency prior to the start of a module, these students must:

View their individualized online agenda to determine upcoming opportunities for demonstrating proficiency in advance of instruction

Read the rubric and module assessment information for that module on the Course Platform to determine whether they are likely to demonstrate proficiency on the assessment

Carefully follow all directions in the assessment prompt and assessment rubric and submit the module assessment in advance of the PiA deadline as designated on the Course Platform Prior to the session, look for notification of the status of the submission. If PiA assessments earned proficiency (a “3” on the final row), the students do not need to attend the session(s) associated with the module

Graduate students may attempt to demonstrate proficiency in advance of instruction only once for each module and can attempt and fail to demonstrate proficiency in advance only three times during a Relay career before losing the privilege of attempting to demonstrate proficiency in advance of instruction on future modules. In other words, graduate students can demonstrate proficiency in advance of instruction as many times as is possible, but may only fail to demonstrate proficiency ahead of instruction on three modules before this privilege is revoked.

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To see firsthand how graduate students are progressing as teachers, faculty members observe graduate students' classrooms multiple times over the course of two years. Faculty members will conduct a minimum of three observations during graduate students’ first year and a minimum of two observations during graduate students’ second year. Individual faculty members may choose to observe more often. All observations are announced and scheduled in advance. Failure to be present and teaching at the time of observation can result in a failing grade for the observation. After each observation, faculty members share data collected during the observation and discuss graduate students’ strengths and areas of growth.

As teachers, graduate students work with their students to build the academic skills and strength of character necessary to succeed in college and life. To do this work with integrity, teachers must embody the same standards that they set for P-12 students. Each term, Relay graduate students are scored on a Professionalism rubric by their faculty advisor. These non-cumulative evaluations occur at the end of each term (i.e., fall, spring, and summer) both years of the Relay program and factor into students’ RSA.

Relay faculty and staff note professionalism-related interactions and occurrences in graduate students’ Professionalism Logs on the Course Platform. At any time, graduate students can see the comments that have accrued in their Professionalism Logs. The purpose of the log is three-fold. First, it serves as a record of all the professionalism-related moments from the term, allowing faculty members accurately and efficiently to score graduate students at the end of the term. Second, it allows graduate students to see the professional impressions they are making on faculty members. Finally, as one rarely gets to see a record of the small (or large) acts that one’s colleagues note in the day-to-day work environment, the Professionalism Log is therefore intended to be a transparent account of those moments, giving graduate students a sense of what their colleagues likely notice as well.

Consistent attendance at class, whether online or in person, is vital. Absences from sessions will result in a lower professionalism score. However, if graduate students demonstrate proficiency in advance of instruction, these students are excused from attending the sessions in question. Relay will also excuse absences related to extreme circumstances outside of graduate students’ control (e.g., religious holidays, death in the family, being under the supervision of a doctor for illness or injury, maternity leave, being a member of a wedding, etc.). In such cases, graduate students should always contact their faculty member and the Denver Director of Operations at

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[email protected]. Should graduate students have an unavoidable weeknight conflict, the students should request to attend a different weeknight section by emailing both their assigned faculty members and the faculty members whose classes they wish to attend. In the case of any absence, we strongly recommend attending an alternate class night in order to learn the material.

Relay does not grant excused absences for school-specific conflicts. These types of conflicts are the most irreconcilable because professional teachers attend both school events and Relay events. Because Relay values graduate students’ attendance, participation, and contribution so highly, we publicize our class dates to the schools in which our teachers are placed as early as possible so that they are able to avoid scheduling conflicts to the best of their ability. Instructors post all in-person session materials on the Course Platform soon after class days so that graduate students can get caught up on the content of classes they missed. If a school-specific event occurs on a weeknight, graduate students should plan ahead to attend another evening session, as described above.

For absences (excused or unexcused) on the day of an in-person assessment, graduate students will earn a 0. Graduate students have one week from the due date to review class materials to submit the assessment onto the course platform for a score to replace the 0.

Timeliness is essential to being a professional teacher. Relay expects graduate students to be on time. Because many graduate students travel from schools to weeknight sessions, it is important to plan for travel time. Lateness results in a lower professionalism score.

People learn better when they are prepared to learn. Those who have done the reading can engage in exciting discussion about the text; those who have not fall behind. Those who have done practice problems often excel when applying the underlying skill to a more challenging situation the next day. As professionals, graduate students want to model what they will expect of their students. Therefore, they should plan to come to sessions prepared, having completed any assigned online instruction and related activities and readings.

In addition to in-person participation and engagement, Relay expects that graduate students submit assessments on time and in a thoughtful manner. All written work should meet the standards of academic writing. Relay expects that surveys, paperwork, and Relay-related email also be attended to in a timely manner.

mailto:[email protected]

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Relay wants its graduate students to learn as much as possible and therefore holds for them high expectations of intellectual and interpersonal engagement. Relay expects graduate students to listen to peers and faculty members, ask questions, contribute new ideas, and actively participate in all learning activities. To fully engage with the material, graduate students should not use their phones or other personal devices during sessions. Additionally, engaging in online work, observation debriefings, and other appointments with professors are all potent parts of the Relay experience.

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Rubric Row

(Mod#: Row#)

(4) Exemplary

(3) Proficient

(2) Foundational

(1) Attempting

(0) Lacking

PROF-101: 1 Attendance

a. ATTENDANCE: The graduate student attends 100% of sessions

a. ATTENDANCE: The graduate student attends 90-99% of sessions



a. ATTENDANCE: The graduate student attends less than 70% of sessions

PROF-101: 2 Timeliness

a. TIMELINESS: The graduate student always arrives for class and returns from breaks on time (or early!)

a. TIMELINESS: The graduate student almost always arrives for class and returns from breaks on time

a. TIMELINESS: The graduate student is occasionally late to class and/or in returning from breaks

a. TIMELINESS: The graduate student is often late to class and/or in returning from breaks

a. TIMELINESS: The graduate student is usually late to class and/or in returning from breaks

PROF-101: 3 Preparation

a. PREPARATION: The graduate student is always prepared for class with all work (e.g., online sessions, entry ticket, etc.) completed and all materials prepped and on hand

a. PREPARATION: The graduate student is almost always prepared for class with work (e.g., online sessions, entry ticket, etc.) completed and materials prepped and on hand

a. PREPARATION: The graduate student occasionally fails to complete class work and/or to have prepped materials on hand

a. PREPARATION: The graduate student often fails to complete class work and/or to have prepped materials on hand

a. PREPARATION: The graduate student usually fails to complete class work and/or to have prepped materials on hand

PROF-101: 4 Follow Through

a. FOLLOW THROUGH: The graduate student always submits assessments in a timely, thorough, and thoughtful manner

a. FOLLOW THROUGH: The graduate student almost always submits assessments in a timely, thorough, and thoughtful manner

a. FOLLOW THROUGH: The graduate student occasionally submits assessments late, incomplete, and/or in less-than-thoughtful manner

a. FOLLOW THROUGH: The graduate student often submits assessments late, incomplete, and/or in less-than-thoughtful manner

a. FOLLOW THROUGH: The graduate student usually submits assessments late, incomplete, and/or in less-than-thoughtful manner

PROF-101: 5 Engagement

a. ENGAGEMENT: The graduate student is always fully intellectually engaged in class-time discussion, reading, work, and activities. S/he always engages with colleagues and Relay faculty & staff with respect, humility, and generosity of spirit

a. ENGAGEMENT: The graduate student is almost always fully intellectually engaged in class-time discussion, reading, work, and activities. S/he almost always engages with colleagues and Relay faculty & staff with respect, humility, and generosity of spirit

a. ENGAGEMENT: The graduate student is occasionally distracted or disengaged during class-time discussion, reading, work, or activities. S/he occasionally deviates from the standards of respect, humility, and generosity of spirit when engaging with colleagues and Relay faculty & staff

a. ENGAGEMENT: The graduate student is often distracted or disengaged during class-time discussion, reading, work, or activities. S/he often deviates from the standards of respect, humility, and generosity of spirit when engaging with colleagues and Relay faculty & staff

a. ENGAGEMENT: The graduate student is usually distracted or disengaged during class-time discussion, reading, work, or activities. S/he rarely embodies respect, humility, and generosity of spirit when engaging with colleagues and Relay faculty & staff

SWITCH ROW Overall, the teacher demonstrates professional-ism

a. PROFESSIONALISM: The graduate student sets the standard for professionalism at Relay

a. PROFESSIONALISM: The graduate student demonstrates the professionalism we expect

a. PROFESSIONALISM: The graduate student needs to improve with respect to professionalism

a. PROFESSIONALISM: The graduate student needs to dramatically improve with respect to professionalism

a. PROFESSIONALISM: The graduate student is unprofessional

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If graduate students have not demonstrated foundational knowledge on a non-elective module assessment (i.e., earned at least a “2”) by the end of the term, these students’ low scores will be factored into their RSA for the term, and they will be required to enroll in a “Tutorial” version of that module in the subsequent term (e.g., TC-102T). Tutorials are designed to provide students the opportunity to complete all coursework necessary for graduation with individual support from advisors.

Select modules in the Relay program are prerequisites for future modules and must be retaken and passed before moving forward in the program. In particular, Student Growth and Achievement (SGA) modules and Content modules have particular guidelines:

SGA Modules: Graduate students must demonstrate proficiency (i.e., earn at least a “3”) on all SGA modules in the order they are sequenced. If graduate students fail any Year 1 SGA module, the students will have the opportunity to demonstrate proficiency during summer tutorial SGA modules. Graduate students who do not demonstrate proficiency in the Year 1 SGA modules by the end of the summer term will be required to repeat the Year 1 SGA sequence in Year 2, which will lead to a third year of SGA Relay coursework. If graduate students fail any Y2 SGA module, they will not be able to move forward with SGA coursework that school year and will be required to return for a third year of SGA Relay coursework.

Relay regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records or official documents) as serious offenses against the values of intellectual integrity. Relay will treat any deliberate use of others’ work without citation as plagiarism. Graduate students who use school- or district-provided materials or materials from a published curriculum must cite their sources in the text in such a way as to make clear which portions of the work came from sources other than the graduate students themselves. The majority of a submitted assessment should be graduate students’ original written work. Any suspicion of academic dishonesty will be carefully examined in the following manner:

If a faculty member suspects graduate students have committed acts of academic dishonesty, the faculty member will first confer with the graduate students.

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If the graduate students admit to the violation, the faculty member — in consultation with the Dean — will administer a sanction commensurate with the offense. The sanction could range from a Professionalism deduction to dismissal from the program.

If the graduate students contest the allegation of academic dishonesty, the case will be reviewed by the Dean. The Dean’s judgment is final.

Repeated violations of the academic honesty policy will result in dismissal from the program.

Teaching is a highly collaborative profession. Therefore, verbal collaboration with colleagues is permitted, provided that all collaborators share equally in the completion of the assessment and that all collaborators demonstrate the knowledge and skills necessary to complete the work. All collaboration should be verbal in nature, and graduate students should submit unique, individual written work for each assessment. Graduate students must list collaborator(s) on the assessment template. Failure to list a collaborator on an assessment will, at minimum, negatively affect graduate students’ professionalism scores and may lead to additional academic sanctions (e.g., overall module score penalty, resubmission of a module, etc.). If graduate students feel that there is a compelling reason to turn in the same written work as a colleague, the students must email their faculty members a proposal, including rationale, for the collaboration at least a week in advance of the collaborative submissions. Exceptions to the collaboration policy will be made on a case-by-case basis by the Dean’s Office.

If graduate students receive rubric scores that they do not believe represent their performance on an assessment, the students may appeal the score. They should first submit a detailed appeal to the faculty member who assigned the score via email within one week of receiving the score. The faculty member will review the related documents and discuss any discrepancies in opinion with the graduate student; the faculty member will then reconsider his or her decision about the score. If, after receiving a decision from the faculty member, the graduate students still do not agree with the score, they may appeal to the Dean for a second consultation. The Dean’s decision will be final. The graduate students will receive notice of the status of the appeal within one week.

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If graduate students cannot complete an assessment on time or need to reschedule a classroom observation due to extreme circumstances outside of the students’ control (e.g., hospitalization, school schedule change, etc.), graduate students must email the relevant faculty member as soon as possible to explain the situation and request an extension. In less extreme circumstances, the graduate students should contact the relevant faculty member to request an extension well in advance of the deadline. The granting of the extension is at the faculty member’s discretion. In either case, the graduate students and their faculty members will determine a reasonable extension deadline.

Faculty members will schedule and announce recurring office hours each term and are available to meet via appointment on an as-needed basis. Graduate students should submit requests for appointments directly to instructors.

Children of graduate students are not allowed to attend Relay classes on a regular basis. In case of a child-care emergency, if possible, plan to attend an alternate class date. Otherwise, please reach out to an instructor to request one-time accommodations.

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We have designed the Relay academic calendar with the needs of full-time teachers in mind. Therefore, all Relay class days are scheduled during intensive summer sessions and weeknights. To further enhance the program’s flexibility, components of many modules are online. The following page provides an outline of the major anticipated dates on the Relay calendar for the 2016-2017 academic year.

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The Relay Teaching Residency believes that great teachers are made, not born. Master teachers are intentional in honing their craft by reflecting and pushing their own practice each day. The Relay Teaching Residency seeks to help Residents internalize the critical mindsets of effective teachers and build a comprehensive toolkit to push student growth and achievement. Through strategic coaching, ample practice, and a curriculum built to match classroom experiences, Relay Residents will be prepared to tackle the most important profession in the world by the end of their Residency year.

The Relay Teaching Residency is run in partnership between the Relay Graduate School of Education (Relay) and select partner schools. This two-year program is designed for those recent college graduates and career changers who want to become highly effective teachers in urban public schools. The first year requires Relay master’s degree coursework as well as weekly intensive training. In their second year, Residents become full-time teachers and complete their master’s degrees through Relay.

During the first year, Residents will attend classes for their master’s degree approximately four weeknights per month. These master’s degree sessions will prepare the Resident to develop highly effective teaching techniques as Residents establish a strong background in the essentials of teaching. In addition, Residents will receive extensive weekly training and deliberate practice to reinforce critical teaching techniques to improve this practice. They will learn to manifest high behavioral and academic expectations, and to develop rigorous, data-driven lessons while caring deeply for their students.

Residents spend their first year working in a school-based apprentice teacher role, gradually taking on more instructional responsibility throughout the year as they acquire more proficiency in planning and leading instruction. Throughout the year, a Resident will spend consistent time every day in a Resident Advisor’s classroom, observing, learning and co-teaching. Since the Resident is an employee of the school, each partner school will determine the job description for its Resident with guidance from Relay. Gateway assessments will serve as checkpoints for the Residents to monitor their own growth and progress. Five times over the course of the year, Residents will complete these performance assessments of essential competencies to ensure that their development is on-track and that they are prepared for full-time teaching roles by the end of year one.

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In the second year, Residents will transition into full-time teaching positions at partner schools, and will continue to be trained and supported as they work towards their Relay master’s degrees. Residents will engage in the second year of the Relay Master’s Program, focused on rigor, character development, and student growth and achievement. At the end of year 2, Residents will complete their Master’s Defense, presenting their student data, acquired teaching skills, and reflections to the Relay faculty. As our partner schools continue to grow and open new campuses, the Relay Teaching Residency program will provide a robust, highly selective pipeline, accelerating the development of our partners’ newest talent and increasing the diversity of their teaching forces.

The Relay Teaching Residency is rooted in the Relay M.A.T. program, a practical, research-based curriculum designed specifically to enable graduates to lead their predominantly urban students to demonstrable annual achievement gains. Whereas most residencies rely heavily on the mentor teacher to provide the teacher with adequate training and then supplement this training with some graduate-level professional development, Relay’s program will provide extensive training in the first year through weekly deliberate practice and a fully developed master’s curriculum. This training and curriculum will focus on teaching techniques, not simply on theories and philosophies of education. A Resident Advisor in the partner school will reinforce these techniques for Residents’ immediate application.

In addition to the rich curriculum, Relay’s graduate program provides highly effective professors who have closed the achievement gap in their own teaching, use of video “game film,” an extensive library of video exemplars for learning technique, state of the art online-learning modules, and proven practice methods for learning to teach. Research on teacher residencies is clear: program graduates have much stronger first-year teaching experiences and are able to push achievement-gap-closing results faster than other first-year teachers. The Relay Teaching Residency is designed so that graduates will be able to step into classrooms as successful full-time teachers after the first-year program concludes. Professional development for Residents will be extensive and will include: Relay Residency, Certification & Master’s Program Training

An intensive Summer I term before the school year starts

Three hours of weekly intensive, deliberate practice that is over and above the

coursework offered in the standard Relay program

Four weeknights a month of Core and Content-specific coursework

Online curriculum modules and Relay assessments aligned to coursework

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Frequent supportive and evaluative faculty observations

School-facilitated observations of other excellent teachers in the building

Modeling, guidance, and support by a Resident Advisor in the partner school

Gateway Assessments to benchmark progress

Partner School and Network-Based PD

Campus-based training before school year begins

Campus-based PD weekly

Network-wide PD days monthly

Relay coursework will generally follow a scope and sequence similar to that of Relay’s typical two-year master’s program, with some additional modules added during the expanded learning time. Note that scope and sequence may vary by Relay campus and needs of the Residency cohort:

Year 1—Fall Term Year 1—Spring Term

Classroom Management Checking for Understanding Getting to Know Students, Families, and Schools Student Practice

Time-Task Management Closing the Lesson The First Minutes of Class Using Data to Improve Instruction Introducing New Material Designing Assessments

Engaging Everybody Teaching Students with Special Needs Preparing to Track Your Classroom Data Cultural Responsiveness

Content-Based Instruction – Varies by Content

Content-Based Instruction – Varies by Content

Year 2—Fall Term Year 2—Spring Term Creating your Pathway for Data Collection Tracking Academic and Character Progress

Questioning Feedback and Grading Academic Rigor Teaching Students with Special Needs

Teaching Character Strengths Teaching English Language Learners Purpose and Joy Reading Taxonomy Effective Review Electives

Electives The Master’s Defense Content-Based Instruction – Varies by Content Content-Based Instruction – Varies by Content

Year 2—Summer Term Elementary Year 2—Summer Term Secondary

Unit Planning Unit Planning

Building Culturally Responsive Curriculum Building Culturally Responsive Curriculum

Introduction to Character Strengths Survey of Secondary Content

Teaching Elementary Social Studies & Science Writing from Sources

Developmental Literacy Teaching Struggling Readers

Enrichment in the Elementary School Teaching Struggling Writers, Secondary

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Residency

Deliberate Practice

Gateways

Resident Advisor

Gradual On-Ramp

Relay’s Residency features the traditional Master’s Program plus four distinct program pillars that serve to prepare Residents to be effective first-year teachers. The program pillars serve to create differentiated and targeted support as Residents acquire and integrate new skills to hone their craft.

One of the most valuable things a teacher can do to prepare for excellence is practice! At Relay, we believe that practice helps teachers create muscle memory in concrete teaching techniques and build clarity and confidence in lesson delivery. Deliberate practice — a focus on the concrete and specific teaching skills necessary to maximize impact in the classroom — will be a cornerstone of the Resident training experience. Residents will participate in weekly 3-hour practice sessions to develop and perfect their teaching skills. These practice sessions will complement and support Relay Master’s classes.

Gateways are larger benchmark assessments that will determine a Resident’s ability to move to the next level in the program. Residents will be evaluated by the Relay faculty and (sometimes) their school-based Resident Advisors, with Relay faculty determining the final score for each Resident. Gateways topics include:

1. Gateway #1 Mindsets and Professionalism: by Sept. 30th, Residents will have to have demonstrated key mindsets of high expectations, personal responsibility, intentionality, continuously improving effectiveness, ability to accept and respond to feedback, humility and respect as well as professionalism standards of attendance, punctuality, responsibility, preparation and engagement. This gateway assessment would happen with input from Relay as well as the school and Resident advisor.

2. Gateway #2 Classroom Management: Residents will be able to manage behavior by applying techniques to ensure positive momentum in the classroom while also responding appropriately to misbehavior and management challenges to keep students on track. Residents demonstrate proficiency by executing the first few minutes of class, including threshold, do-now, and lesson framing to ensure they can effectively set the classroom tone. Residents are assessed on their management and execution of the first few minutes in the context of a simulation.

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3. Gateway #3 Opening a Lesson and Engaging Students: Residents must demonstrate proficiency in introducing new material to ensure they are able to clearly execute content and make learning sticky for all students.

4. Gateway #4 Teaching a Full Lesson: Residents will be observed teaching a lesson in their schools to determine their readiness for the increased gradual release in May and ability to run a classroom the following year. They will have to demonstrate an ability to manage the room, execute the opening, introduce new material, check for understanding, lead student practice, engage students and close a lesson.

5. Gateway #5 Full Time Teaching Placement: In conjunction with the partner schools it will be determined if Residents are ready to be hired as full-time teachers for year 2. Schools are invited to make their decisions earlier but should have a final decision by this time. If a Resident is not hired by the school where s/he completed his or her Residency year, but does otherwise meet all Relay requirements, the Resident should seek employment at another school to continue through Year 2 of the program.

The Relay Teaching Residency Program works with schools to identify qualified Resident Advisors for each Resident. A Resident Advisor can be an instructional leader or strong teacher who does not yet have comprehensive leadership responsibilities. The Resident Advisors have deep background in their content and serve as coaches, role models, and support for the Residents.

The Resident Advisors will fulfill several responsibilities to assist the development of the Residents, including:

Modeling, Co-teaching and Coaching: The Resident will spend at least one period a day observing and assisting in the Resident Advisor’s room. Residents should observe strategically to see master teachers in action and acquire new tools for their teaching tool belt. In addition to the Resident Advisors, schools can assign other great teachers for the Residents to observe during the day. As the year progresses, Residents will need to take on more of the teaching; this begins with individual/small group interventions, grading, preparing materials, and supporting with classroom management. Then, as Relay’s gradual on-ramp process develops, Residents should shift to opening the class, leading the introduction of new material, leading the student practice and, finally, teaching the whole lesson.

Curriculum and Lesson Planning: The Resident Advisor will provide on-going lesson planning support by spending 30-60 minutes each week sharing and reviewing the

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lessons and materials for that week; these meetings will serve to determine how Residents will support and co-teach during a lesson. Residents will be expected to internalize their Resident Advisor’s lesson plans every week, even if they are not teaching them. The Residents will use the Resident Advisor’s lesson plans in teaching simulations and deliberate practice at Relay each week in order to absorb the content being taught as well as applying the appropriate teaching strategies.

Communication: The Resident Advisor will also be the primary point person between Relay and the school, communicating how the teacher is progressing and performing at school day-in and day-out. Resident Advisors communicate progress through monthly surveys, collaborative progress calls, information communication, and Gateway scoring. Resident Advisors will score Residents on Gateway assessments to provide schools with perspective on the Residents’ development and skill acquisition. Relay’s professors will keep the Resident Advisors informed regarding curriculum and upcoming assessments.

The Relay Teaching Residency will provide Residents a carefully designed and structured gradual on-ramp into teaching as their skills and effectiveness increase throughout the year. Residents will teach more, and take on more responsibilities in the classroom and throughout the school, as their skills develop and the school year progresses. For example, after Residents have been introduced to basic classroom management, they will be asked to take on the responsibility of managing transitions in the class or leading the opening procedures to hone their skills. Proficiency and readiness to take on more teaching opportunities is dependent on school assessment of performance and the Relay Gateways.

By late spring, Residents should be ready to move into more consistent teaching of at least one period a day in order to demonstrate readiness for full-time teaching the following year. If Residents are showing promise, then the partner schools may accelerate their on-ramps into assigned teaching responsibilities.

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Relay Residents need to spend a portion of every day in their Resident Advisors’ classrooms as a teaching assistant or co-teacher, depending on Residents’ progress on the gradual on-ramp. This will provide the Resident with several important opportunities:

Develop a relationship with a group of students

Learn from the Resident Advisor, who will model strong teaching

Assist with grading, small group instruction, push-in support for struggling students, post-assessment intervention and re-teaching to individual students and small groups, calling parents, monitoring homework, managing transitions, and co-teaching

Practice specific management and teaching techniques in a classroom setting

Residents could also have aligned teaching responsibilities several times a week.

According to the gradual on-ramp, Residents should gradually take on increased ownership of whole-class instruction

Residents may teach intervention blocks by subject or ongoing phonics and Guided Reading instruction. Residents may also pull students to pre-teach critical concepts or remediate as appropriate

Residents may be tagged to teach Specials classes such as research, computer science, gym, or art, with strategic support

Residents can provide the school with support as/by:

In-house substitute teachers

Tutors for individual students or small groups

Coordinating school activities like brain breakfast or a rewards program

Leading clubs or extra-curricular activities

Teaching SAT/ACT prep

Supervising during morning, lunch, dismissal, or after school

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Providing organizational support: copying, materials/assessment organization, etc. (this should not be more than 10% of their jobs)

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Monday

7:00 AM

Arrive at school

7:15 – 7:50 AM

Supervise breakfast; Assist with morning procedures

7:45 – 8:25 AM

Community Meeting

8:25 – 9:00 AM

Homework Check-in: Collect and check-in HW assignments, and help contact parents

9:00 – 11:30 AM

Residents will work in the Resident Advisors’ Rooms as teaching assistants or co-teachers:

Assist with grading, small-group instruction, push-in support for special-needs students, post-assessment intervention and re-teaching to individual students and small groups, calling parents, monitoring homework, managing transitions, and co-teaching

Practice specific management and teaching techniques the Resident is learning at Relay in a classroom setting

11:30 AM — 12:30 PM

Lunch Duty

12:30 – 1:30 PM

Task Time/ Grading / Teaching Prep / Lunch time

1:30 – 3:00 PM

Residents will do one or several of the following:

Support, co-teach, or fully teach a Resident Advisor’s class

Substitute Teach

Reading group

In-class support

Teach a Specials class

3:00 – 3:30 PM

Administrative Support:

Administer/score reading assessments, help with copying, organize brain breakfast / life’s work

3:30 – 4:30 PM

Dismissal Duty

Tutoring

Study Hall

Extra-curricular activity

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The table below illustrates the support offered by Relay faculty members and what that support may look or sound like:

Component Potential Supports Mode

Relay Residency

Gradual on-ramps o Rehearsal to support quality at-bats o Working with schools to ensure quality at-bats

Resident Advisor o Planning and rehearsing crucial conversation with my

Resident Advisor

Gateway o Pre Gateway feedback o Self-assessing and troubleshooting challenges o Planning or rehearsal o Gateway video review o Gateway remediation

In-person, e-mail, Skype, phone

Academic Progress

Pre-submission feedback o Identifying assessment “hot spots” that should be

targeted for revision o “I’ve brainstormed these [ASSESSMENT ITEMS]…am I

on the right track?”

Post-submission feedback discussion o Providing clarity on module scoring o Identifying key revisions for resubmission

In-person, e-mail, Skype, phone

Planning & Practice

Lesson planning o Alignment o Engagement activities o Pacing

Lesson Rehearsal o Delivery o Engagement o Clarity and concision

Action planning for specific management situations o “There is one group of students in my 4th-period class

that consistently talks throughout class. I’ve tried positive narration, private conversations, and phone calls home. What other steps can I take?”

Addressing student-specific misbehavior o “One of my students just won’t stay in her seat no

In-person

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matter what I do! Help!”

Crucial conversations o “I’m not sure how to frame an important conversation

with [one of my students, school leaders, or families]. Can you help me with planning?”

Finding & Utilizing

Resources

Systems creation

Building community within the classroom

Creating meaningful relationships with students and families

Content materials o Your professors can provide guidance if they have

experience with your content area o Your content professor is always a great resource!

E-mail, Skype, phone

Relay deeply values alignment and collaboration with partner schools, organizations, and networks. Your principals and supervisors support the Relay model and want all Residents to take advantage of the Residency’s high quality training, M.A.T. degree, and certification support. Schools align extensively with Relay to ensure Residents feel that their work at Relay supports their growth, development, and responsibilities at the school level.

For particulars on your school, network, or organization’s partnership with Relay and implications for your Residency status, consult your network’s Residency contact, (or principal, if you are at a single site school).

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