Relay GSE Elementary Content Review: Executive Summary

Relay GSE Elementary Content Review:
Executive Summary
Introduction
This document provides additional information regarding the Elementary Content Review submitted by Relay
Graduate School of Education (Relay). Relay is grateful to the Colorado Department of Education and the
evaluation team for their review of this content submission. We look forward to continued collaboration
throughout the review process and beyond.
Colorado currently faces an educator shortage, with salient needs in science, special education, math, and
rural areas. With 60% of instruction in-person and 40% online, the institution’s unique hybrid model is wellsuited to serve various populations. Indeed, Relay has piloted remote learning in other regions. Relay is
committed to serving teachers outside of Denver in the near future, including rural and mountain regions.
Relay faculty look forward to applying lessons learned from these programs after a successful Denver launch,
while simultaneously taking local and state context into account.
Instructions for Review
The Elementary Content Review has four key documents:
 Cover Sheet: The cover sheet identifies the program for review and contains additional regulatory
information.
 Executive Summary: The executive summary (this document) contains high-level program
information, context regarding assessments, program-specific information, and module sequencing.
 Syllabi: The syllabi documents provide course descriptions, module assessments, module overviews,
selected readings, and class hours.
 Matrix: The matrix Excel spreadsheet contains one tab per Colorado Teacher Quality Standard.
Standards and elements are listed vertically, with each aligned module identified in a cell immediately
to the right. A blank cell indicates no alignment beyond those listed. The cell directly to the right of
each module describes where to find relevant module information in the syllabi.
Matrix Overview
Content area matrices include a list of aligned modules and a syllabus page reference for evaluators. Certain
modules may have a single or a few class sessions aligned to the element, rather than the entire module, in
which case evaluators will find this noted in parentheses. Relay has demonstrated alignment across all
Teacher Quality elements, and, when applicable, identified certain modules that explicitly meet Teacher
Quality standards (i.e. Standard 2 in the image below).
First module aligned to
Standard 2, Element A
Syllabus Page Reference
for CC-100
A module with a note in
parentheses contains
additional detail to clarify
alignment
Second module aligned to
Standard 2, Element A
Elementary Endorsement Content Review Executive Summary
Relay Graduate School of Education
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Demonstration of Elementary Content Mastery
Colorado Teacher Quality Standard One requires teachers to demonstrate content knowledge. Modules which
demonstrate elementary candidate content knowledge can be found in standard one, row two on the matrix
file. Additionally, alternative certification candidates will take and pass the Elementary Praxis prior to
becoming a teacher of record. Traditional candidates will demonstrate content mastery through Relay
elementary content modules, as well as by taking the Praxis before earning licensure.
Relay Use of Assessments
The Colorado Department of Education’s Teacher Preparation Content Review Cover Page requests “detailed
descriptions of required assignments.” The techniques and strategies taught at Relay are designed to foster
growth and achievement in K-12 students. The assessments graduate students complete mirror the kinds of
knowledge, skills, and dispositions required in teachers’ day-to-day work. These assessments are designed to
help graduate students meaningfully improve their practice and lead their K-12 students to measurable
academic gains and character growth. For these reasons, end-of-module assessments at Relay are the primary
assignments for each set of courses. Relay syllabi include an overview of said assessments for each module.
Relay Use of Modules
The Relay model is 60% in-person and 40% online, and Relay administrators are in initial phases of exploring a
program with increased online programming for non-urban regions. During the first year of the program,
graduate students will complete approximately 24 credits of coursework and earn a Colorado initial teacher
license. In the second year of the Master of Arts (MAT) program, graduate students will complete
approximately 12 credits of coursework. At the end of two years, assuming they have satisfied all program
requirements, graduate students will be awarded an MAT degree from Relay.
Though the programmatic structure of Relay’s MAT contains similar aspects to other Colorado educator and
MAT programs, the curricular structure of Relay’s MAT programs is unique. While traditional graduate schools
of education typically offer a sequence of courses, each course confined to a 15-week semester, Relay has
structured its academic program differently. Relay has codified its curriculum through four distinct “elements
of effective teaching” that each span a graduate student’s two years in the program. The elements of
effective teaching serve as Relay’s version of the traditional graduate-level course.
Taken together, these four elements represent the set of knowledge, skills, and mindsets often found in
teachers who lead their K-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 where they learn how
to measure their K-12 students’ growth and achievement. A detailed overview of the Relay Elements of
Effective Teaching can be found in all syllabi documents.
Relay MAT Required Curriculum Components
All graduate students enroll in courses comprised of three required types of modules: Core, Content, and
Elective modules:
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Core Modules: Core modules encompass three of the four elements of effective teaching: Self &
Other People (SOP), Classroom Culture (CC), and Teaching Cycle (TC). Taken together, these modules
represent the knowledge and skills all great teachers must have to lead to the ultimate outcome,
student growth and achievement. Interwoven through a graduate student’s two years are Student
Growth and Achievement (SGA) modules, which allow teachers to set goals, track progress, and adjust
instructional and motivational plans accordingly.
Content Modules: Content modules comprise the knowledge and skills necessary to teach a particular
grade or subject. Content modules take place in grade/subject-specific sections.
Elementary Endorsement Content Review Executive Summary
Relay Graduate School of Education
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
Elective Modules: Elective modules address a variety of knowledge and skills. From advanced
classroom management to teacher organization skills, elective modules are offered each term.
Graduate students may choose when and what to take for their electives, but they must take at least
four during the two-year program.
Elementary Module Sequencing
Provided below is a typical year one module sequence for an elementary candidate. Elementary module
sequencing is subject to change.
Course Number and Title
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CC-100: Writing And Teaching Classroom Procedures
CC-101: Behavior Management Plans
CC-110: Introduction to Classroom Management
CC-111: Setting the Tone
SOP-110: What to Expect from an X-Grader
SOP-111: Building Cultural Responsiveness
TC-111: Introduction to Lesson Planning
CC-112: Classroom Management
CC-120: Engaging Everybody
SOP-100: What it Means to be a Teacher
SOP-101: The First Month of Teaching
SOP-112: Knowing Students, Families, & Schools
TC-101: Designing & Evaluating Assessments
TC-122: Introducing New Material
SGA-101: Year 1 Pathway
LIT-100: Launching a Literacy-Rich Classroom
LIT-101: Supporting Comprehension in Reading
Math-100: Standards: Practice and Content
Math-101: Understanding Number Sense
SOP-103: Integrating the Elements of Effective Instruction I
SOP-113: Reflecting on Cultural Responsiveness
TC-102: Using Data to Drive Instruction
TC-121: Checking for Understanding
TC-124: Student Practice
SGA-102: Year 1 Outcomes
LIT-102: Writing Development and Instruction
LIT-103: Reading Informational Texts and Writing About Reading
Math-102: Geometry, Fractions, and Measurement
SOP-210: Building a Culturally Responsive Curriculum
SOP-216: Working with Communities
SOP-220: Introduction to Character Strengths
TC-210: Unit Planning
TEL-200: Supporting Students with Disabilities (.82)
TEL-204: Supporting English Language Learners (.76)
TEL-202: Differentiated Instruction, Elementary (.68)
LIT-200: Teaching Struggling Writers, Elementary
SS-200: Teaching Elementary Social Studies
CK-200: Enrichment in the Elementary School
Credits
3
Term
Summer 1
1
Summer 1
1.1
1
Summer 1
Fall 1
1
Fall 1
1
Fall 1
.6
3
Fall 1
Fall 1
.5
Spring 1
1.4
Spring 1
.3
2.5
Spring 1
Spring 1
1
Summer 2
2.3
2.2
Summer 2
Summer 2
2.5
Summer 2
Year One Required Credits 24.4
Elementary Endorsement Content Review Executive Summary
Relay Graduate School of Education
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Year Two Required Credits 11.3
Years One and Two Total Required Credits 35.7
Elective Module Offerings
Course Number and Title
BL-101: Beginning to Blend*
BL-102: Rolling Out Blended*
BL-103: Teaching Each Student*
BL-201: Extending Your Blending*
CC-102: Creating and Managing Space
CC-114: Refreshing Procedures
CC-116: Management Interventions
CC-121: Creating a Culture of High Expectations
SOP-105: The Together Teachers
SOP-215: Working with Co-Teachers
TC-123: Lesson Openings
TC-125: Lesson Closings
TC-223: Pacing
Credits
.5
.5
.5
.5
.5
.5
.5
.5
.5
.5
.5
.5
.5
Credit from Electives
*All graduate students are required to take one Blended Learning elective during Year One
Elementary Endorsement Content Review Executive Summary
Relay Graduate School of Education
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