The below information is relevant to students participating in the NY Relay Teacher Pathway, only. Students participating in the Relay Teaching Residency should review the information provided in the Relay Teaching Residency: Resident Job Description section.

Apprentice Teacher with School-Based Mentor

Apprentice Teachers need to spend a portion of every day in their school-based mentor’s classrooms as an observer, apprentice teacher, and/or co-teacher, depending on the gradual on-ramp. This will provide apprentice teachers with several important opportunities to:

• Develop relationships with a group of Birth–Grade 12 students and their caretakers

• Observe and learn from the school-based mentor, who will model strong teaching

• Instruct small groups to support all learners

• Assist with grading and feedback for all students

• Co-teach with the school-based mentor

• Practice specific teaching skills in a classroom setting and receive feedback 

Gradual On-Ramp–Aligned Teaching

The metaphor of a gradual on-ramp implies that apprentice teachers should gradually take on increased ownership of whole-class instruction. Fulfilling gradual on-ramp–aligned teaching responsibilities throughout the year is a critical part of the job description to ensure readiness for full-time teaching. Above all, apprentice teachers should proactively and positively communicate and self-advocate to ensure there are ample, appropriate teaching opportunities. 

School Support

Apprentice teachers will be fully present members of a school community; like everyone else in the building, they will pitch in to serve classroom learners and advance the school’s mission. Across a given week and a given year, this means providing structured support and maintaining flexibility with school-specific changes or unforeseen events to ensure Birth–Grade 12 learners meet their goals. Apprentice teachers can provide the school with support by:

• Teaching subject-specific intervention or support blocks

• Pulling learners to pre-teach or remediate critical concepts, as appropriate 

• Tutoring individual learners

• Coordinating school activities like “brain breakfast” or a rewards program

• Leading clubs or extracurricular activities

• Substitute teaching on a limited basis

• Leading homerooms or small-group advisories

• Supervising during morning, lunch, dismissal, or after school

• Providing organizational support by organizing materials or assessments (though this should not be more than 10% of their jobs)

Personal Learning and Development

Continuous learning and development make great apprentice teachers and great future teachers. As such, apprentice teachers should: 

• Attend and actively participate in school and network professional development

• Attend and actively participate in all Relay classes, complete all assignments, and be in good standing

• Engage in weekly check-ins with school-based mentor and/or coach to name learning goals, review lessons, and discuss support for the upcoming week

• Initiate learning and development in the teaching profession

• Build deep content expertise

• Maintain strong performance in their role and adjust accordingly as needed
   

It is Relay’s hope that apprentice teachers find great success with their current school partner and position. Apprentice teachers are expected to complete their apprentice year at one school to ensure consistency in the apprentice teaching experience and to build strong relationships with the Birth–Grade 12 learners. If an apprentice teacher is contemplating a change to their enrollment status at Relay, including program (e.g., certification or MAT program), area of study, and/or position, they should contact their Relay advisor right away, as this may have implications for program completion, licensure, and Relay tuition.