Relay course descriptions contain the course code, course title, credit hours, grading scale, and the terms the course is offered. Please note that at times, Relay may need to close or change course sections due to enrollment numbers. In these cases, students will be notified of schedule changes.

 

CERT-500: Prepare for the NY Multi-Subject 1-6 (221/222) Exams 

Credit Hours: 0

Grading Scale: Pass/Fail

Terms Offered: Not currently offered

In this course, Relay students will receive instruction and support from a Relay licensure exam preparation instructor while preparing for the NYSTCE (New York) licensure exams. With an instructor and peers, students will review the exam framework(s), discuss resources, and analyze dozens of practice test items aligned to the content categories or competencies assessed on the exam. Students will discuss self-directed learning habits, research-based learning or study strategies, test-wise practices for standardized exams, and strategies for overcoming test anxiety. Students will also get an opportunity to learn from and build community with fellow teacher candidates preparing for the same exam(s).

 

CERT-502: Prepare for  EC/Elementary Literacy Cert Exams (All States)

Credit Hours: 0

Grading Scale: Pass/Fail

Terms Offered: All terms

In this course, Relay students will prepare to take early childhood and elementary grade  literacy exams. Students will use self-reflection, intentional goal-setting and planning, as well as  engagement with critical concepts to build content and pedagogical knowledge. Students will also learn to implement test-wise practices. With their instructor and peers, students will review exam framework(s), discuss resources, and analyze a myriad of practice test items aligned to the content categories or competencies assessed on the exam. Students will engage in class discussion around  self-directed learning habits, research-based learning or study strategies, and test-wise practices for standardized exams. By participating  in exam preparation,students will invigorate their early childhood and elementary literacy practices and set themselves up for success on this exam. Success on this exam correlates with and supports instructional effectiveness.

 

 

CERT-503: Prepare for the Praxis Elementary Mathematics (5003/5903) Exam

Credit Hours: 0

Grading Scale: Pass/Fail

Terms Offered: All Terms

In this course, Relay students will prepare to take the Elementary Mathematics Praxis Exam. They will use self-reflection, intentional goal-setting and planning, and engagement with central concepts in order to build their content and pedagogical knowledge and their ability to implement test-wise practices. With their instructor and peers, they will review exam framework(s), discuss resources, and analyze dozens of practice test items aligned to the content categories or competencies assessed on the exam. They will discuss self-directed learning habits, research-based learning or study strategies, and test-wise practices for standardized exams. They will prepare to teach Elementary Mathematics by setting themselves up for success on this exam, as success on this exam correlates with instructional effectiveness.

 

CERT-504: Prepare for the Praxis Elementary Social Studies (5004/5904) Exam
Credit Hours: 0

Grading Scale: Pass/Fail

Terms Offered: All Terms

In this course, Relay students will prepare to take the Elementary Social Studies Praxis Exam. They will use self-reflection, intentional goal-setting and planning, and engagement with central concepts in order to build their content and pedagogical knowledge and their ability to implement test-wise practices. With their instructor and peers, they will review exam framework(s), discuss resources, and analyze dozens of practice test items aligned to the content categories or competencies assessed on the exam. They will discuss self-directed learning habits, research-based learning or study strategies, and test-wise practices for standardized exams. They will prepare to teach Elementary Social Studies by setting themselves up for success on this exam, as success on this exam correlates with instructional effectiveness.

 

CERT-505: Prepare for the Praxis Elementary Science (5005/5905) Exam

Credit Hours: 0

Grading Scale: Pass/Fail

Terms Offered: All Terms

In this course, Relay students will prepare to take the Elementary Science Praxis Exam. They will use self-reflection, intentional goal-setting and planning, and engagement with central concepts in order to build their content and pedagogical knowledge and their ability to implement test-wise practices. With their instructor and peers, they will review exam framework(s), discuss resources, and analyze dozens of practice test items aligned to the content categories or competencies assessed on the exam. They will discuss self-directed learning habits, research-based learning or study strategies, and test-wise practices for standardized exams. They will prepare to teach Elementary Science by setting themselves up for success on this exam, as success on this exam correlates with instructional effectiveness.

 

CERT-506: Prepare for the NY Multi-Subject 1-6 Lit & ELA (221) Exam

Credit Hours: 0

Grading Scale: Pass/Fail

Terms Offered: All Terms

In this course, Relay students will prepare to take the Literacy and English/Language Arts section of the New York Multi-Subject Childhood Exam. They will use self-reflection, intentional goal-setting and planning, and engagement with central concepts in order to build their content and pedagogical knowledge and their ability to implement test-wise practices. With their instructor and peers, they will review exam framework(s), discuss resources, and analyze dozens of practice test items aligned to the content categories or competencies assessed on the exam. They will discuss self-directed learning habits, research-based learning or study strategies, and test-wise practices for standardized exams. They will prepare to teach Elementary Literacy & ELA by setting themselves up for success on this exam, as success on this exam correlates with instructional effectiveness.

 

CERT-507: Prepare for the NY Multi-Subject 1-6 Mathematics (222) Exam

Credit Hours: 0

Grading Scale: Pass/Fail

Terms Offered: All Terms

In this course, Relay students will prepare to take the Mathematics section of the New York Multi-Subject Childhood Exam. They will use self-reflection, intentional goal-setting and planning, and engagement with central concepts in order to build their content and pedagogical knowledge and their ability to implement test-wise practices. With their instructor and peers, they will review exam framework(s), discuss resources, and analyze dozens of practice test items aligned to the content categories or competencies assessed on the exam. They will discuss self-directed learning habits, research-based learning or study strategies, and test-wise practices for standardized exams. They will prepare to teach Elementary Mathematics by setting themselves up for success on this exam, as success on this exam correlates with instructional effectiveness.

 

CERT-510: Licensure Exam Support 

Credit Hours: 0.5

Terms Offered: Fall, Spring

In this course, Relay students will receive individualized support as they work toward passing their required licensure exams. They will work one-on-one with a Relay instructor to craft a study plan, attend recurring check-ins with their instructor to discuss progress, and will reference test-aligned study resources in their preparation.

 

CERT-511: Prepare for the NY Multi-Subject 5-9/7-12 Lit&ELA (231/241) Exam

Credit Hours: 0

Grading Scale: Pass/Fail

Terms Offered: All Terms

In this course, Relay students will prepare to take the NYSTCE New York Multi-Subject Teachers of Middle Childhood (5-9)/Secondary Teachers (7-12) Part One: Literacy & ELA (231/241) Exam(s). They will use self-reflection, intentional goal-setting and planning, and engagement with central concepts in order to build content and pedagogical knowledge and the ability to implement high-impact test-taking strategies. With an instructor and peers, students will review the exam framework(s), discuss resources, and analyze dozens of practice test items aligned to the content categories or competencies assessed on the exam. Students will also discuss self-directed learning habits, research-based learning or study strategies, and test-wise practices for standardized exams to prepare to pass this exam.

 

CERT-512: Prepare for the NY Multi-Subject 5-9/7-12 Math (232/244) Exam

Credit Hours: 0

Grading Scale: Pass/Fail

Terms Offered: All Terms

In this course, Relay students will receive instruction and support from a Relay licensure exam preparation Instructor while preparing for the New York Mathematics licensure exam. Each instructor is a content knowledge expert and certified PK-12 teacher or school leader who is intimately familiar with the licensure exam(s) that Relay students must take. With an instructor and peers, students will review the exam framework(s), discuss resources, and analyze dozens of practice test items aligned to the content categories or competencies assessed on the exam. Students will discuss self-directed learning habits, research-based learning or study strategies, test-wise practices for standardized exams, and strategies for overcoming test anxiety. They will also get an opportunity to learn from and build community with fellow teacher candidates preparing for the same exam(s).

 

CERT-540: Preparing for the edTPA Resources

Credit Hours: 0

Grading Scale: Pass/Fail

Terms Offered: Fall, Spring

The edTPA, a performance assessment for beginning teachers, is a requirement for teacher certification in a number of states. Unlike past pencil-and-paper assessments, the edTPA is designed to be an authentic assessment of teaching skills and mindsets in the areas of planning, instruction, assessment, and reflection. This course will guide Relay students through the process of understanding the components, requirements, and skills embedded in the edTPA assessment to support their ability to curate a strong edTPA submission. The course will offer the opportunity to norm around rubric expectations, give and receive portfolio feedback, and reflect on their own practice to drive professional development. It is intentionally designed to support students in accessing and reviewing all of the supplementary resources in addition to their handbook, task-by-task, so that they can be more purposeful and strategic in their planning. By the end of this course, students should be ready to work on their own edTPA portfolio and feel confident in their ability to submit successfully.

 

CERT-550: Preparing for the edTPA 

Credit Hours: 1

Grading Scale: Pass/Fail

Terms Offered: Not Currently Offered

The edTPA, a performance assessment for beginning teachers, is a requirement for teacher certification in a number of states. Unlike past pencil-and-paper assessments, the edTPA is designed to be an authentic assessment of teaching skills and mindsets in the areas of planning, instruction, assessment, and reflection. This course will guide Relay students through the process of understanding the components, requirements, and skills embedded in the edTPA assessment to support their ability to curate a strong edTPA submission. The course will offer the opportunity to norm around rubric expectations, give and receive portfolio feedback, and reflect on their own practice to drive professional development. It is intentionally designed to support students in accessing and reviewing all of the supplementary resources in addition to their handbook, task-by-task, so that they can be more purposeful and strategic in their planning. By the end of this course, students should be ready to work on their own edTPA portfolio and feel confident in their ability to submit successfully.

 

CERT-551: Licensure Exam Support 

Credit Hours: 0.5

Grading Scale: Pass/Fail

Terms Offered: Not currently offered

edTPA, a performance assessment for novice teachers, is a requirement for teacher certification in several states. This independent study course will further support students in their successful completion of the edTPA. Students will attend recurring check-ins with Relay’s edTPA coordinator to ask questions and discuss their progress on edTPA. By the end of this course, students will have submitted all required artifacts for their edTPA to Pearson through Anthology Portfolio’s integrated ePortfolio system.

 

CERT-552: Preparing for New York State Certification Exams 

Credit Hours: 1

Grading Scale: Pass/Fail

Terms Offered: Not currently offered

In this course, Relay students will prepare to take the Educating All Students Exam and the Multi-Subject: Teachers of Childhood (Grade 1–Grade 6) exam. They will use self-reflection, intentional goal-setting and planning, and engagement with central concepts in order to build their content and pedagogical knowledge and their ability to implement test-wise practices. With their instructor and peers, they will review exam framework(s), discuss resources, and analyze practice test items aligned to the content categories or competencies assessed on the exam. They will prepare to teach elementary school by setting themselves up for success on certification exams.

 

CERT-560: Field Experience 

Credit Hours: 0

Co-requisite: CLIN-501, CLIN-502, CLIN-522, CLIN-523, or CLIN-524 only if enrolled in the Illinois Educator Program

Terms Offered: Not currently offered

In this course, Relay students will document their work in classrooms, in accordance with state requirements for certification/licensure. Students will submit videos of their teaching that demonstrate their skill development. Feedback will be provided by a Field Supervisor that is aligned with student learning in the Clinical Practice course.

 

CLD-501: Teaching Multilingual Learners in Inclusive Settings 

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will develop the basic mindsets, knowledge, and methods required to drive meaningful outcomes for multilingual learners. Relay students will articulate their mindsets about language in schools and share their visions for creating culturally and linguistically inclusive classrooms. Relay students will then examine the world of second language acquisition theory; equipped with the knowledge of the stages of second language acquisition, Relay students will apply this knowledge to lesson-plan design and implementation, utilizing the Universal Design for Learning framework. 

 

CLD-502: Theory of Second Language Acquisition 

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will break apart language with the belief that by understanding linguistics, they see more precisely how to support their PK–12 students. Relay students deeply examine second language acquisition theories, specifically how to leverage native language in the acquisition of the second language. Relay students will examine formal and informal assessments to analyze the strengths and areas of growth for their multilingual learners. At the end of this course, Relay students will combine their understanding of linguistics and second language acquisition theory to craft intentional and targeted “language objectives.” 

 

CLD-503: Methods for Teaching Multilingual Learners I 

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will focus on the methods for creating inclusive learning environments for multilingual learners. Relay students will examine the sheltered instruction model, explore the importance of comprehensible input, and practice various instructional strategies, including Total Physical Response. Relay students will then hone in on additional strategies to support listening, speaking, reading, and writing. Throughout this course, Relay students will build their toolkit of strategies and have multiple opportunities to plan, collaborate, and practice effective strategies for multilingual learners.

CLD-504: Linguistics and Language Acquisition

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In this course, Relay students will build on their knowledge from previous coursework in applied linguistics and language acquisition. The course begins with an overview of sociolinguistics and examines language as part of an individual’s identity. From here, Relay students will gain a deep understanding of language as a system comprising the integrative components of phonology, morphology, semantics, syntax, and discourse. Applying this knowledge of linguistics, Relay students will support the receptive and expressive language development of multilingual learners by engaging in interactive instructional practice and reflection. They will use their knowledge of linguistics to analyze and assess a sample student’s writing. From this analysis, Relay students will make instructional decisions that are responsive to the student’s linguistic strengths and areas of growth.

 

CLD-505: Literacy and Assessment for Multilingual Learners

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Summer

This course delves into the distinctive aspects of assessments for multilingual learners, recognizing the divergences from assessments designed for native speakers. Relay students will gain insight into the nuanced purposes of assessment, encompassing identification, placement, and reclassification for multilingual learners. Exploring the critical elements of validity, reliability, and equity, Relay students will analyze both formative and summative language assessments. Applying this knowledge to their teaching contexts, participants will strategically plan or revise formative assessments, ensuring effectiveness and equity. Furthermore, the course empowers Relay students to respond adeptly to classroom data, utilizing various sources to inform instructional decisions. 

 

CLD-506: Methods for Teaching Multilingual Learners II

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will plan and implement methods to support multilingual learners. Relay students will identify and analyze best practices in MLL instruction. Relay students will practice planning and implementing strategies to support reading, writing, listening, and speaking across content areas. Upon reflecting on their students’ interests, motivations, strengths, funds of knowledge, and areas of growth, Relay students will create a class profile, and select strategies to implement in their classroom. After implementing these strategies, Relay students will practice self-assessment and reflection; they will receive feedback from colleagues and make adjustments as necessary for improvement. 

 

CLIN-501: Supervised Clinical Practice I

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In this course, Relay students will contextualize and deepen prioritized competencies from Major and Foundations coursework by expanding their toolbox, applying new strategies, and reflecting on the impact. Our goal is to support students in becoming reflective practitioners, confident in their own self-efficacy, and able to drive their own growth through increasingly independent problem-solving. In this course, students will explore who they are becoming as a teacher and member of the school community through the question—How do I become a culturally responsive practitioner who fosters a sense of belonging among learners through a strong culture for learning? 

 

CLIN-502: Supervised Clinical Practice II

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will contextualize and deepen prioritized competencies from Major and Foundations coursework by expanding their toolbox, applying new strategies, and reflecting on the impact. Our goal is to support Relay students’ continuous improvement as culturally responsive and inclusive educators who lead all students to succeed through ongoing and intentional practice and self-reflection. In this clinical practice course, Relay students will continue to explore who they are becoming as a culturally responsive and inclusive educator, building on the reflection and practice from their first clinical practice course.  

 

CLIN-521: Mentored Clinical Practice I

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In this course, Relay students will contextualize and deepen prioritized competencies from Major and Foundations coursework by expanding their toolbox, applying new strategies, and reflecting on the impact. Our goal is to support Relay students in becoming reflective practitioners, confident in their own self-efficacy, and able to drive their own growth through increasingly independent problem-solving. In this clinical practice course, students will explore who they are becoming as a teacher and member of the school community through the question—How do I become a culturally responsive practitioner who fosters a sense of belonging among learners through a strong culture for learning? 

Possible substitution for this course: CLIN-501: Supervised Clinical Practice I

 

CLIN-522: Mentored Clinical Practice II

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will contextualize and deepen prioritized competencies from Major and Foundations coursework by expanding their toolbox, applying new strategies, and reflecting on the impact. Our goal is to support Relay students’ continuous improvement as culturally responsive and inclusive educators who lead all students to succeed through ongoing and intentional practice and self-reflection. In this clinical practice course, Relay students will continue to explore who they are becoming as a teacher and member of the school community through the question—How do I become a culturally responsive practitioner who fosters a sense of belonging among learners through a strong culture for learning? 

Possible substitution for this course: CLIN-502: Supervised Clinical Practice II

 

CLIN-523: Mentored Clinical Practice III

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In the course, Relay students will contextualize and deepen prioritized competencies from Major and Foundations coursework by expanding their toolbox, applying new strategies, and reflecting on the impact. Our goal is to support Relay students in becoming reflective practitioners, confident in their own self-efficacy, and able to drive their own growth through increasingly independent problem-solving. In this clinical practice course, Relay students will begin the process of engaging in action research in order to learn more about the impact of their instructional decisions on their students’ social-emotional development and experience in their class. Relay students will also consider the importance of critically reflective practitioners taking action to address inequities in education.  

 

CLIN-524: Mentored Clinical Practice IV

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In the course, Relay students will contextualize and deepen prioritized competencies from Major and Foundations coursework by expanding their toolbox, applying new strategies, and reflecting on the impact. Our goal is to support Relay students in becoming a reflective practitioner, confident in their self-efficacy, and able to drive their growth through increasingly independent problem-solving. In this clinical practice course, Relay students will bring together the knowledge, skills, and reflections they have gained in previous terms to engage in ongoing clinical experiences and reflections. 

 

CLIN-531: Special Education Clinical Practice I

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this course, Relay students will contextualize and deepen prioritized competencies from Major and Foundations coursework by expanding their toolbox, applying new strategies, and reflecting on the impact. Our goal is to support Relay students in becoming reflective practitioners, confident in their self-efficacy, and able to drive their growth through increasingly independent problem-solving. In this clinical practice course, Relay students will begin engaging in action research to learn more about the impact of their instructional decisions on their student’s social-emotional development in their class.  

 

CLIN-532: Special Education Clinical Practice II

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will contextualize and deepen prioritized competencies from Major and Foundations coursework by expanding their toolbox, applying new strategies, and reflecting on the impact. Our goal is to support Relay students in becoming reflective practitioners, confident in their self-efficacy, and able to drive their growth through increasingly independent problem-solving. In this clinical practice course, students will bring together the knowledge, skills, and reflections they have gained in previous terms to engage in ongoing clinical experiences and associated reflections in a special education context. 

 

CLIN-533: Early Childhood Special Education Clinical Practice I

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In this course, Relay students will contextualize and deepen prioritized competencies from Major and Foundations coursework by expanding their toolbox, applying new strategies, and reflecting on the impact. Our goal is to support Relay students in becoming reflective practitioners, confident in their self-efficacy, and able to drive their growth through increasingly independent problem-solving. In this course, Relay students will begin engaging in action research to learn more about the impact of their instructional decisions on their student’s academic growth development in their class.  

 

CLIN-534: Early Childhood Special Education Clinical Practice II

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will contextualize and deepen prioritized competencies from Major and Foundations coursework by expanding their toolbox, applying new strategies, and reflecting on the impact. Our goal is to support Relay students in becoming reflective practitioners, confident in their self-efficacy, and able to drive their growth through increasingly independent problem-solving. In this clinical practice course, Relay students will bring together the knowledge, skills, and reflections they have gained in previous terms to engage in ongoing clinical experiences and reflections. 

 

CLIN-560: Mentored Clinical Practice Extension

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In Relay students’ clinical practice coursework, they will contextualize and deepen prioritized competencies from Major and Foundations coursework by expanding their toolbox, applying new strategies, and reflecting on the impact. Our goal is to support Relay students in becoming reflective practitioners, confident in their self-efficacy, and able to drive their growth through increasingly independent problem-solving. In this extended clinical practice course, Relay students will bring together the knowledge, skills, and reflections they have gained in previous terms to engage in ongoing clinical experiences and reflections.

 

CLIN-562: Supervised Clinical Practice Extension

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In Relay students’ clinical practice coursework, they will contextualize and deepen prioritized competencies from Major and Foundations coursework by expanding their toolbox, applying new strategies, and reflecting on the impact. Our goal is to support Relay students in becoming reflective practitioners, confident in their self-efficacy, and able to drive their growth through increasingly independent problem-solving. In this extended clinical practice course, Relay students will bring together the knowledge, skills, and reflections they have gained in previous terms to engage in ongoing clinical experiences and reflections.

 

ECE-501: Foundations of Child Development & Literacy in Early Childhood

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this course, Relay students will learn about the fundamental concepts of early childhood education and begin to explore and understand their own identities as early childhood educators. Relay students will learn to apply research and theory about child development as the foundation for developmentally appropriate practices and lesson plans related to emergent language and literacy. In particular, Relay students will explore the science of reading and build knowledge of the connections between the components of word recognition and language comprehension. Additionally, students will explore research-based practices to implement responsive social student instruction. Relay students will apply their learning in their classroom by creating and maintaining an inclusive and developmentally appropriate learning environment for students from birth through age 8.

 

ECE-502: Development of a Responsive Early Childhood Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Spring

Previously, Relay students learned about the foundations of what makes for an effective early childhood classroom. This course builds upon that foundational understanding of backward planning and instructional methods by more deeply exploring content using developmentally appropriate and equitable lenses. Specifically, Relay students will learn how to support inquiry and discussion through play-based learning experiences. The course begins by reinforcing the potential of play as a facilitator of student collaboration and discussion. Relay students will then explore how technology can help students access and participate in the discovery and mastery of new knowledge and skills. Relay students will do a deep dive into three content areas, including arts-based instruction, math, and science. Students build their own math content knowledge and explore how to facilitate their students’ foundational math identities. Toward the end of the course, Relay students will engage in equitable ways to assess student learning. Finally, Relay students will learn about the power of vocabulary as an integral tool in instruction. Throughout the semester, Relay students will practice planning and implementing checks for understanding, giving feedback, and adjusting instruction. This course will support Relay students in being more strategic and intentional early childhood leaders, more engaging and purposeful teachers, and more responsive practitioners.

 

ECE-503: Unit Planning & Interdisciplinary Learning in the Early Childhood Classroom

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will learn how to internalize a unit through the lens of the backward design process and evaluate how principles of culturally responsive teaching are reflected within a unit. They will learn core elements of unit design across ELA, math, science, and social studies content as they analyze and internalize a unit plan. Relay students will consider big ideas/essential concepts within the discipline and how the content and lessons meet the demands of grade-level standards. They will also enhance a unit by building on their previous study of Universal Design for Learning and integrating the arts, physical education, and health to support their students with developing the knowledge and skills within the unit.

 

ECE-504: Language, Diversity, and Equity in the Early Childhood Classroom

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will cultivate the knowledge and skills to support listening, language acquisition, and writing development for all students. Using a culturally responsive and inclusive lens, Relay students will use developmentally appropriate and research-based approaches to plan for instructional routines that allow students to deepen their literacy. Relay students will also learn instructional strategies that affirm students’ linguistic and cultural diversity by engaging, supporting, and valuing the literacy development of all learners. Then, Relay students will apply their lesson planning skills to design instructional experiences that both support developmentally appropriate language and writing development and remain responsive to the needs of a diversity of learners. 

 

ECE-505: Advanced Applications of Teaching and Learning in Early Childhood Classrooms

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In this course, Relay students will learn how to strategically leverage their learnings from previous courses to engage students in interdisciplinary, developmentally appropriate problem-solving. Using play- and story-based approaches, Relay students will explore the tenants of problem-solving for early childhood students. Relay students will create and analyze a multi-day lesson sequence that is responsive to the needs of all learners. 

 

EDU-500: Your Rights & Responsibilities as a Teacher

Credit Hours: 1

Grading Scale: Pass/Fail

Terms Offered: All Terms

In this course, Relay students will build an understanding of their rights and responsibilities as educators and as enrolled students at the Relay Graduate School of Education. Through their work, Relay students will learn about Relay’s policies, the supports and resources that are available during their time at Relay, and the foundations of being an effective online learner at Relay. Relay students will also understand the process for becoming a certified or licensed teacher in their state. Relay students will leave the course with a number of tools they can use to successfully navigate their experience at Relay.

 

EDU-501: Building a Culturally Responsive & Inclusive Classroom for Diverse Learners

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will develop essential knowledge, skills, and mindsets for building a positive classroom community while creating equitable and culturally relevant learning experiences for all learners, with intentional planning for students with disabilities. This course will introduce the basic tenets of Culturally Responsive Teaching (CRT), Universal Design for Learning (UDL), and Social-Emotional Learning (SEL). Through the course, Relay students will be prepared to (1) use the principles of CRT, UDL, and SEL in their practice, and (2) engage in interactions that foster students’ engagement and sense of belonging in the classroom. 

 

EDU-502: Introduction to Instructional Planning

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will apply their critical thinking and problem-solving skills to analyze instructional plans to ensure alignment between all of their components. They will be able to identify the structures that are part of an effective instructional plan and make intentional planning choices based on their knowledge of the content and their students. Ultimately, students will be prepared to approach the instructional planning process in a strategic manner that is transferable to their teaching context, including the curriculum resources used at their schools.

 

EDU-503: Partnering with Communities

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Summer & Spring

In this course, Relay students will learn more about their school community with the goal of creating partnerships with community assets that will support students as learners within the context of their community. First, Relay students will engage in a deep study of community history, strengths, and assets. Using participant action research methods, they will identify a community asset to partner with on a project relevant to their classroom teaching, learn more about the organization through observation and/or interview, and create a plan for collaboration. 

 

EDU-505: Your Rights and Responsibilities as a Resident and Educator

Credit Hours: 2

Grading Scale: Pass/Fail

Terms Offered: Not currently offered

In this course, Relay students will build an understanding of their rights and responsibilities as residents and educators in their state and as an enrolled student at Relay. Through their work, Relay students will learn about Relay’s policies, the supports and resources that are available to them during their time at Relay, and the foundations of being an effective online learner at Relay. Relay students will also understand the process for becoming a certified or licensed teacher in their state. Relay students will leave the course with a number of tools they can use to successfully navigate their experience at Relay.

 

EDU-510: Graduate Capstone

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

Prerequisites: CLIN-523; For the MAT in Special Education: CLIN-531; For the MAT in Early Childhood Special Education: CLIN-533; For the Advanced Certificate in Special Education: CLIN-531

In this culminating seminar, Relay students will leverage the knowledge, skills, and mindsets of a highly effective teacher to reflect on their PK–12 student support and impact and engage in an action research project. The seminar will support Relay students’ preparation of a capstone portfolio that captures: (1) evidence of PK–12 learning and data-informed instructional decisions, (2) findings from an action research project that explores a problem of practice in their classroom, and (3) a presentation in which students advocate for a practice that has a positive impact on PK–12 student academic growth, social-emotional development, and/or experience. Students must teach at least one group/class/grade/subject of at least 3-8 students in order to successfully complete the Capstone. Students should also teach the same group of Birth-Grade 12 students during their prerequisite class (CLIN-523, CLIN-531, or CLIN-533) and in EDU-510 whenever possible. Exceptions to this should only be made when a job change or leave from Relay prevents the Relay student from working with the same group of students.

 

EDU-511: Principles of Teacher Inquiry I

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Not currently offered

In this course, Relay students will develop key data collection and analysis knowledge and skills and build connections between data and the impact of classroom educators such as themselves and their school-based mentor teachers. Relay students will also consider the importance of critically reflective practitioners engaging in practices that address inequities in education. Finally, they will plan to engage in action research to learn more about the impact of their instructional decisions on their students’ academic progress, social-emotional development, and/or experience in their class.

 

EDU-512: Principles of Teacher Inquiry II

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Not currently offered

In this course, Relay students will build on the data pathways and action research question they developed in Principles of Teacher Inquiry I to collect and analyze data, present findings, and make connections to their impact and development as a culturally responsive and inclusive educator. Relay students will continue to hone their skills as a continuously improving educator who analyzes and presents data through the lens of equity.

 

EDU-513: Residency Capstone

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Not currently offered

In this culminating seminar, students will leverage the knowledge, skills, and mindsets of a highly effective teacher to reflect on their development over time, Birth-12 student support, and impact and readiness to lead a classroom. The seminar will support students’ preparation of a capstone portfolio that captures: (1) a collection of classroom video(s) and plan(s) that demonstrate evidence of the knowledge, skills, and mindsets required to be a successful culturally responsive and inclusive teacher of record, (2) a reflection connecting growth in teaching knowledge, skills and mindsets to student outcomes and next steps for professional collaboration and growth, and (3) a presentation in which students advocate for a practice that has a positive impact on Birth-12 student academic growth, social-emotional development, and/or experience. 

 

EDU-540: Relay Orientation

Credit Hours: 0

Grading Scale: Pass/Fail

Terms Offered: All Terms

In this course, Relay students will be welcomed to the institution and will learn about Relay’s policies, the support and resources that are available during their time at Relay, and the foundations of being an effective online learner at Relay. Students will learn about pathways to certification and will engage in community building and exploration of resources so they can continue to leverage what they learn during this orientation throughout their time at Relay.

 

EDU-550: Integrating Computational Thinking: A Practical Course for Educators

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students learn about computational thinking as an approach to problem-solving. They learn about several computational thinking skills—decomposition, pattern recognition, abstraction, and algorithm development—and consider the impact on Birth-12 students of developing these skills. Relay students begin with developing their own content knowledge, then apply that knowledge as they adapt their own curriculum to integrate computational thinking. They plan and implement a lesson, gathering student data to analyze and plan next steps. By the end of the course, Relay students will have the knowledge, skill, and confidence to integrate computational thinking into any lesson for all students.

 

EDU-570: Child Growth and Development

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Not currently offered

This graduate-level course delves into the multifaceted journey of child growth and development from infancy through adolescence. Through a comprehensive exploration of theoretical frameworks, empirical research, and practical applications, Relay students will gain a deep understanding of the biological, cognitive, emotional, social, and cultural factors that shape the developmental trajectory of children.

 

EDU-571: Critical Perspectives on Human Development Theory

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Not currently offered

This graduate-level course offers a critical examination of traditional and contemporary theories in human development. It explores how various theoretical frameworks shape our understanding of development across the lifespan and addresses the social, cultural, political, and historical contexts within which these theories emerge and evolve. Through an interdisciplinary approach, Relay students will analyze the assumptions, biases, and limitations inherent in mainstream developmental theories and explore alternative perspectives that challenge conventional wisdom.

 

ELA-501: Foundations of Teaching and Learning in the ELA Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this introductory course, Relay students will learn about the fundamental concepts of secondary ELA and begin to explore and understand their own identity as secondary ELA teachers to reflect on and make equitable choices in their classroom. They will plan for and practice establishing a classroom that is equitable, inclusive of students and families, and the importance of complex texts as the center of their classroom. They will engage in standards-aligned planning that highlights the selection of rigorous, complex texts as the center of their classrooms, and will examine how to leverage a close reading approach when reading a complex text. Finally, they will plan for and practice teaching new material and collecting formative assessment evidence of student learning.

 

ELA-502: Fostering Student Understanding in the ELA Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will build upon their understanding of backward planning and English language arts instructional methods and get into the nuance of the strategy, intentionality, and on-your-feet instructional adjustments that result in a truly rigorous, effective ELA classroom for all learners. Relay students will learn how to strategically plan and execute the high-leverage ELA instructional strategies of discourse and writing and how to analyze data from those to inform instructional decisions. Relay students will learn how to evaluate resources, incorporate checks for understanding to collect in-the-moment data, and plan from formative assessment data.

 

ELA-503: Unit Planning for Culturally Responsive & Inclusive ELA Classrooms

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Summer

 

In this course, Relay students will learn how to internalize a unit through the lens of the backward design process and evaluate how principles of culturally responsive teaching are reflected within a unit. Relay students will consider big ideas/essential concepts within the discipline and how the content and lessons meet the demands of grade-level standards. They will also enhance a unit by building on their previous study of Universal Design for Learning and integrating technology to support their students with developing the knowledge and skills within the unit.

 

ELA-504: Language, Diversity, and Equity in the ELA Classroom

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will learn to leverage the science of reading and foundational reading skills to more fully and equitably support students’ reading comprehension. Relay students will focus on the reading comprehension strand to plan ways of building students’ background knowledge, increase vocabulary acquisition, and support their continued development of literacy skills. Leveraging their long-term instructional planning skills, Relay students will design culturally responsive and inclusive instructional plans that support the reading comprehension of the range of readers in their class.
 

ELA-505: Advanced Applications of Teaching and Learning in the ELA Classroom

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In this course, Relay students will leverage their strengths in data analysis and knowing their students to create, implement, and assess deeper learning experiences for students, specifically homing in on project-based learning, inquiry, and research writing. Relay students will learn how inquiry and research building reinforce skills in the four domains (reading, writing, speaking, and listening), as well as promote equity and social justice.

 

ELA-550: Science of Teaching Reading 

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will identify what research says about how reading skills develop and what effective evidence-based reading instruction looks like. They will learn about the components of word recognition and language comprehension, as represented by the strands of Scarborough’s reading rope. Relay students will learn strategies for assessing student development within each strand, as well as evidence-based strategies for teaching PK–12 students to support their growth as readers. (This course is cross-listed with ELEM-550: Science of Teaching Reading. Per Relay’s Cross-Listed Courses Academic Policy, students should enroll in either ELA-550 or ELEM-550 as a student will receive credit for only one instance of the cross-listed course.)

 

ELA-551: Literature and Writing Concepts in Secondary ELA

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will learn about the characteristics of literary types and examine literature across genres that are appropriate for adolescents and young adults. They will study various types or modes of writing and consider how they will develop their students’ writing skills through one of these forms. In the process, Relay students will build their understanding of the writing process and identify how these processes and skills can be applied to other types of writing. Relay students will evaluate the quality of student writing along dimensions such as focus, content, organization, and mechanics and determine steps they can take to improve students’ writing skills.

 

ELEM-501: Literacy and Equity in the Elementary Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this introductory course, Relay students will further develop skills in lesson planning and building a positive classroom culture and authentic relationships with students. Relay students will explore the connections between culturally responsive teaching, equity, and literacy. Relay students will develop key knowledge around how to teach foundational skills lessons that address phonological awareness, phonics, word recognition, fluency, and spelling. Additionally, Relay students will learn the key elements of text-based instruction, including the importance of text-based questions, emphasizing vocabulary, background knowledge, and writing. 

 

ELEM-502: Social Studies, Science, and Math in the Elementary Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will build an understanding of social studies, science, technology, and mathematics. Relay students will explore science and social studies standards and instructional methods through the lens of inquiry instruction. They will also consider the implications of technology, digital literacy, and computational thinking to enhance instruction across multiple content areas. Then, Relay students will build their content and pedagogical understanding of number sense, operations, and fractions. Relay students will also expand their lesson planning and instructional strategies to monitor their elementary students’ learning through checking for understanding, adjusting instruction, giving feedback, and analyzing and responding to data. 

 

ELEM-503: Unit Planning and Interdisciplinary Learning in the Elementary Classroom

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will learn how to internalize a unit through the lens of the backward design process and evaluate how principles of culturally responsive teaching are reflected within a unit. They will learn core elements of unit design across ELA, math, science, and social studies content as they analyze and internalize a unit plan. Relay students will consider big ideas/essential concepts within the discipline and how the content and lessons meet the demands of grade-level standards. They will also enhance a unit by building on their previous study of Universal Design for Learning and integrating the arts, physical education, and health to support their students with developing the knowledge and skills within the unit.

 

 

ELEM-504: Language, Writing, and Equity in the Elementary Classroom

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will explore the key components of speaking, listening, and writing development. Relay students will examine the connection between oral language, reading, and writing and plan for instructional routines that allow students to deepen their literacy skills. They will leverage their planning skills to plan for instruction to support students in multiple elements of writing such as critical thinking, syntax, text structure, writing craft, and transcription. They will also learn writing instructional strategies such as content-specific writing and using the writing process.

 

ELEM-505: Advanced Applications of Teaching and Learning in the Elementary Classroom

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In this course, Relay students will expand on their earlier coursework to focus on advanced methods in each subject area. This course will emphasize multiple pedagogical strategies such as how to collect, analyze, and respond to student data, as well as content-specific strategies such as sensemaking in science, modeling in mathematics, and leading literacy interventions. 

 

ELEM-550: Science of Teaching Reading 

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will identify what research says about how reading skills develop and what effective evidence-based reading instruction looks like. They will learn about the components of word recognition and language comprehension, as represented by the strands of Scarborough’s reading rope. Relay students will learn strategies for assessing student development within each strand, as well as evidence-based strategies for teaching PK–12 students to support their growth as readers. (This course is cross-listed with ELA-550: Science of Teaching Reading. Per Relay’s Cross-Listed Courses Academic Policy, students should enroll in either ELA-550 or ELEM-550 as a student will receive credit for only one instance of the cross-listed course.)

 

GEN-501: Foundations of Teaching and Learning in the Middle Grades
Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring
In this introductory course, Relay students will learn to employ the foundational elements of culturally responsive teaching to develop a positive classroom culture in service of building their students’ content understanding in key concepts related to English language arts, mathematics, science, and social studies in the middle grades. The course will prepare Relay students to begin by engaging in culturally responsive instruction by attending to teacher and student identities, developing positive relationships, and setting procedures and routines that support an emotionally safe and supportive classroom environment. With this foundation, Relay students will build their knowledge and skills around research-based practices for building students’ reading skills; developing conceptual understanding and procedural fluency in math; and principles of authentic scientific instruction. Relay students will apply their growing content knowledge to design and execute instruction that is aligned with growth and development processes in middle childhood. 

 

GEN-502: Fostering Student Understanding of Content in the Middle Grades
Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will expand their knowledge of key content and pedagogical approaches in English language arts, mathematics, science, and social studies. They will build pedagogical content knowledge about planning and facilitating discussion-based learning experiences across content areas. Relay students will also further their skills in collecting and analyzing formative assessments during and after lessons. They will then develop action plans in response to formative assessment data to support their middle school students’ development. Relay students will apply their content understanding as they identify and address student misconceptions and promote the use of academic vocabulary in their lessons. In addition, Relay students will consider how they will integrate technology to support and enhance their students’ learning and development.

GEN-503: Interdisciplinary Unit Planning for Culturally Responsive and Inclusive Classrooms
Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will learn how to internalize a unit through the lens of the backward design process and evaluate how principles of culturally responsive teaching are reflected within a unit. They will learn core elements of unit design across ELA, math, science, and social studies content as they analyze and internalize a unit plan. Relay students will consider big ideas/essential concepts within the discipline and how the content and lessons meet the demands of grade-level standards. They will also enhance a unit by building on their previous study of Universal Design for Learning and integrating technology to support their students with developing the knowledge and skills within the unit.

 

GEN-504: Supporting Literacy Development in the Middle Grades
Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will recognize the literacy demands present within discipline-specific learning materials and strategically support all learners to access the content in a way that facilitates understanding. Access to content is contingent upon students’ ability to read and comprehend discipline-specific materials. To support all learners, Relay students will build a foundational understanding of the science of reading and how literacy develops over time. They will learn to strategically support students’ abilities to access content by identifying the literacy demands of class texts. With this knowledge, Relay students will be well-positioned to recognize potential barriers to students’ comprehension and plan scaffolds to support access to content. 

MATH-501: Foundations of Teaching and Learning in the Mathematics Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this course, Relay students will learn how to build the foundation for an equitable math classroom by attending to the development of students’ math identities, implementing strong routines and procedures, and engaging students in grade-level instruction. They will learn research-based instructional methods that will develop math students’ mathematical proficiencies and remove barriers to their abilities to access and understand the content. Throughout the course, Relay students will reflect upon and positively develop their own mathematical mindsets to create an environment where all students see themselves as effective learners and doers of mathematics.

 

MATH-502: Fostering Student Understanding in the Mathematics Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will learn to develop students’ discourse skills through the implementation of task-based math discussions. They will plan strong mathematical questions and develop an understanding of how questions can be used for different purposes. Relay students will leverage these skills as they develop student understanding and self-efficacy in math through the implementation of effective mathematical discussions. Relay students will also further their data literacy skills by analyzing whole-class data from tasks to determine student understanding. They will plan for in-the-moment formative assessment opportunities that allow for students to communicate their thinking in a variety of ways, and use that data to make instructional decisions within the lesson. Throughout, Relay students will examine how technology can be used to enhance their instruction and promote digital equity among their students.

 

MATH-503: Unit Planning for Culturally Responsive & Inclusive Mathematics Classrooms

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will learn how to internalize a unit through the lens of the backward design process and evaluate how principles of culturally responsive teaching are reflected within a unit. Relay students will consider big ideas/essential concepts within the discipline and how the content and lessons meet the demands of grade-level standards. They will also enhance a unit by building on their previous study of Universal Design for Learning and integrating technology to support their students with developing the knowledge and skills within the unit.

 

MATH-504: Supporting Foundational Literacy in the Mathematics Classroom

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will recognize the literacy demands present within discipline-specific learning materials and strategically support all learners to access the content in a way that facilitates understanding. Access to content is contingent upon students’ abilities to read and comprehend discipline-specific materials. To support all learners, Relay students need a foundational understanding of how reading skill is developed and should be able to strategically support students’ abilities to access content by identifying the literacy demands of class texts. With this knowledge, Relay students will be well-positioned to recognize potential barriers to students’ comprehension and plan scaffolds to support access to content.

 

MATH-505: Advanced Applications of Teaching & Learning in the Mathematics Classroom

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In this course, Relay students will continue to strengthen their data literacy skills by learning to analyze summative assessment data to determine levels of student mastery and intervention needs and use diagnostic data to incorporate standards-aligned support for students with unfinished learning. Relay students will also spend time thinking about how students can apply math to meaningful real-world scenarios by incorporating mathematical modeling into their instruction that leverages students’ background knowledge, experiences, and cultural references. Through mathematical modeling, Relay students will be able to strengthen their routines for discourse and integration of technology. Throughout their work, Relay students will implement scaffolds and instructional techniques that support students in comprehending text, using mathematical vocabulary, and expressing their mathematical thinking.

 

MATH-551: Understanding Concepts in Secondary Mathematics

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will learn key concepts and misconceptions associated with secondary geometry, trigonometry, measurement, calculus, and statistics topics. In addition, they will engage with these topics as a student learner might to build their schema for activities that support building conceptual understanding of these secondary math concepts as their students will be doing. Relay students will consider how these concepts are applied in academic tasks and what student responses can reveal about their understanding.

 

SCI-501: Foundations of Teaching and Learning in the Science Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this course, Relay students will consider what makes science education effective by exploring the historical context of science education and the role of inquiry in science education. They will also develop their content knowledge by unpacking state and national standards to ensure alignment between all components of their lesson plans. Relay students will learn how to build classroom relationships as they develop and implement safe, culturally responsive, and inclusive lessons using the 5E instructional model. Throughout the course, Relay students will engage in critical reflection on their science identity and learning experiences and how these will inform their science teaching practices and impact student learning.

 

SCI-502: Fostering Student Understanding in the Science Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will learn how to develop students’ discourse skills through creating collaborative structures and sequencing probing questions during small- and whole-group sensemaking. After learning how to plan a monitoring key to collect data during sensemaking, they will build expertise in selecting tech tools and structuring the sensemaking process to foster students’ development of discipline/domain specific vocabulary. Relay students will deepen their understanding of the importance of science misconceptions in planning and implementing science lessons; they will use their own understanding of science concepts alongside their understanding of their students’ misconceptions to strategically plan rigorous and illuminating formative assessments. They will then respond to the data gathered from these assessments to make adjustments to their instruction and provide culturally responsive, effective feedback to their students. 

 

SCI-503: Unit Planning for Culturally Responsive & Inclusive Science Classrooms

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will learn how to internalize a unit through the lens of the backward design process and evaluate how principles of culturally responsive teaching are reflected within a unit. Relay students will consider big ideas/essential concepts within science and how the content and lessons meet the demands of grade-level standards. They will also enhance a unit by building on their previous study of Universal Design for Learning and integrating technology to support their students with developing the knowledge and skills within the unit. Altogether, these strategies will support science teachers in critiquing and enhancing science units so that the learning experiences leverage students’ funds of knowledge and center phenomena-based sensemaking.

 

SCI-504: Supporting Foundational Literacy in the Science Classroom

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will recognize the literacy demands present within science-specific learning materials and strategically support all learners to access the content in a way that facilitates understanding. Access to content is contingent upon students’ abilities to read and comprehend science-specific materials. To support all learners, Relay students need a foundational understanding of how reading skill is developed and should be able to strategically support students’ abilities to access content by identifying the literacy demands of class texts. With this knowledge, Relay students will be well-positioned to recognize potential barriers to students’ comprehension and plan scaffolds to support access to science content at grade-level rigor. 

 

SCI-505: Advanced Applications of Teaching and Learning in the Science Classroom

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In this course, Relay students will focus on developing student autonomy in understanding authentic scientific questions and phenomena through the use of model-based inquiry. They will integrate their knowledge of reading, speaking, listening, and writing skills as they engage students in generating, testing, and revising scientific models. Relay students will leverage technology to enhance their teaching practices and support students in using technology tools to communicate their learning and thinking in relation to the scientific phenomena that are examined. Throughout this work, Relay students will implement scaffolds and instructional techniques that support students in comprehending data and expressing their scientific thinking. They will collect and analyze data from summative assessments to understand students’ academic progress and make instructional decisions that will support students toward meeting goals. Finally, Relay students will revisit their personal, professional, and science identities as they set a vision for their science classrooms. 

 

SCI-551: Understanding Concepts in Secondary Science

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will build and deepen their understanding of disciplinary core ideas, which are the essential concepts in each subject area of science. While they will have the option to examine key concepts in biology, chemistry, and physics, Relay students will focus their engagement on the topics in their certification or licensure subject. Relay students will engage with these topics as a student learner might to build their schema for activities that support building understanding of concepts. They will also consider how these concepts are applied in academic tasks and what student responses can reveal about their understanding.

 

SS-501: Foundations of Teaching and Learning in the Social Studies Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this course, Relay students will explore theories and research-based practices of rigorous and culturally responsive social studies instruction. Relay students will begin by examining the epistemological foundations of the discipline and the significance of incorporating multiple, interconnected narratives in their curriculum. Then, Relay students will explore key elements of creating safe and culturally responsive learning environments and reflect on the extent to which their identities and their students’ identities impact the design of both their classroom environment and curriculum. Next, Relay students will analyze grade-level specific social studies standards and evaluate the extent to which their curriculum and instruction align to the key knowledge and skills of the grade level. Finally, Relay students will learn how to activate background knowledge, build interest, and teach social studies content and skills through the process of historical inquiry and discourse, which involves developing questions, selecting aligned texts, creating assessments, and designing instruction that fosters content mastery and disciplinary literacy while addressing the needs of ALL learners in the classroom.

 

SS-502: Fostering Student Understanding in the Social Studies Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will learn and apply multiple strategies to develop student understanding and elicit students’ ideas. They will begin by exploring interactive strategies for building students’ background knowledge, a foundational step that must take place before historical evaluation or analysis can take place. Next, Relay students will harness skills required to effectively plan and facilitate rigorous social studies discussions in both small-group and large/whole-class settings. Relay students will then explore how to incorporate technology in the context of a collaborative social studies classroom as a way to both enhance instruction and remove barriers to learning students may experience. In the second half of the course, Relay students will deepen their understanding of the importance of planning formative checks for understanding and anticipating student misconceptions in planning and implementing social studies lessons; using their own understanding of social studies concepts alongside their understanding of their students’ misconceptions to strategically plan rigorous and illuminating formative assessments. Relay students will then respond to the data gathered from these assessments to make adjustments to their instruction and provide culturally responsive, effective feedback to their students. 

 

SS-503: Unit Planning for Culturally Responsive & Inclusive Social Studies Classrooms

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will learn how to internalize a unit through the lens of the backward design process and evaluate how principles of culturally responsive teaching are reflected within a unit. Relay students will consider big ideas/essential concepts within the discipline and how the content and lessons meet the demands of grade-level standards. They will also enhance a unit by building on their previous study of Universal Design for Learning and integrating technology to support their students with developing the knowledge and skills within the unit.

 

SS-504: Supporting Foundational Literacy in the Social Studies Classroom

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will recognize the literacy demands present within discipline-specific learning materials and strategically support all learners to access the content in a way that facilitates understanding. Access to content is contingent upon students’ abilities to read and comprehend social studies–specific materials. To support all learners, Relay students need a foundational understanding of how reading skill is developed and should be able to strategically support students’ abilities to access content by identifying the literacy demands of class texts. With this knowledge, Relay students will be well-positioned to recognize potential barriers to students’ comprehension and plan scaffolds to support access to content. 

 

SS-505: Advanced Applications of Teaching and Learning in the Social Studies Classroom

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In the first part of this course, Relay students will learn to analyze student summative assessment data to determine levels of student mastery and intervention needs and to use diagnostic data to strategically plan standards-aligned supports for students with unfinished learning. In the second part of the course, Relay students will build on their fundamental understandings of inquiry learning from previous courses by exploring a specific type of student-driven inquiry: Guided Inquiry Design (GID), an instructional design framework that supports deep content learning through a fully student-driven, inquiry-based model. Relay students will explore how to plan, guide, assess, and reflect on Guided Inquiry Design as an instructional technique that promotes equity, provides opportunities for student use of technology, and is tailored to specific needs of students in teachers’ local school context. 

 

SS-551: Understanding Concepts in Secondary Social Studies

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will build and deepen their understanding of key knowledge and concepts that are a part of secondary social studies curricula. Relay students will survey key concepts in U.S. history, world history, geography, economics, and/or civics and government and focus their application of the knowledge in one specific subject area. Relay students will engage with these topics as a student learner might to build their schema for activities that support building understanding of the knowledge and concepts. They will also consider how these concepts are applied in academic tasks and what students’ responses can reveal about their understanding.

 

TEL-500: Teaching Exceptional Learners in Inclusive Settings

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will develop an understanding of how to create inclusive and rigorous learning experiences for all PK–12 students, with a focus on students with disabilities. They will learn about their responsibilities with regard to teaching students with disabilities in inclusive settings. They will hone the skills they need to collaboratively plan inclusive instruction and, using the Universal Design for Learning Framework, will make strategic instructional decisions based on what they know about their PK–12 students. Finally, Relay students will learn how to effectively collaborate with colleagues, families, and students to provide coordinated support to PK–12 students with disabilities in inclusive and general education settings.

Possible substitution for this course: TEL-605: Critical Explorations into the Inclusion of Exceptional Learners; students with credit in TEL-605 have allowable substitutes for both TEL-500 and TEL-603.

 

TEL-601: Introduction to Special Education 

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will reflect on what it means to have a disability in an educational context and how schools have been designed to exclude PK–12 students with disabilities. They will examine PK–12 students’ rights under Special Education Law and consider what constitutes an effective Individualized Education Program. Finally, through a Universal Design for Learning lens, they will plan to implement accommodations and build flexibility into their lessons to support all of their PK–12 students’ abilities to access the lessons that they teach.

 

TEL-602: Teaching the Whole Learner

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Summer & Fall

In this course, Relay students build a holistic understanding of their PK–12 students by exploring a variety of formal and informal data sources. They explore strategies to better understand students’ cognitive, physical, and social-emotional development and their linguistic strengths and cultural assets. They then learn how to use this information to design instruction that leverages their PK–12 students’ strengths and assets in the classroom. Finally, Relay students will learn how to collaborate with colleagues, PK–12 students, and families to support PK–12 students’ greater educational inclusion and subsequent success. 

 

TEL-603: Exceptional Learner Profiles

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students will learn about the varied profiles of PK–12 students with low and high incidence disabilities. They will explore the prevalence and history of each IDEA disability category, and learn about the experiences and development of individuals identified with each. They will learn strategies to get to know individuals with specific learner profiles in their classes. Relay students will also learn research-based strategies to support students identified with varying disability categories and practice implementing them. Finally, Relay students will learn how to evaluate and leverage community resources in support of an individual student and their family.

Possible substitution for this course: TEL-605: Critical Explorations into the Inclusion of Exceptional Learners; students with credit in TEL-605 have allowable substitutes for both TEL-500 and TEL-603.

 

TEL-604: Critical Frameworks for Culturally Responsive and Inclusive Education

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In this course, Relay students will develop essential knowledge, skills, and mindsets for building a strong classroom community while creating equitable and culturally relevant learning experiences for all learners, with intentional planning for PK–12 students with disabilities. They will be introduced to the basic tenets of Culturally Responsive Teaching (CRT) and Universal Design for Learning (UDL). Throughout the course, Relay students will prepare to use the principles of CRT and UDL in their everyday planning.

 

TEL-605: Critical Explorations into the Inclusion of Exceptional Learners

Credit Hours: 3

Terms Offered: Not currently offered

In this course, Relay students will develop an understanding of learner variability and explore their responsibilities for effectively including students with disabilities in their classrooms. They will hone the skills they need to plan inclusive instruction and make strategic instructional decisions based on what they know about the development of their individual PK–12 students. Relay students will also learn how to effectively collaborate with colleagues and families to provide coordinated support to PK–12 students with disabilities in co-taught and general education settings. Then, Relay students will learn about the varied profiles of PK–12 students with low and high incidence disabilities. They will explore the prevalence and history of each IDEA disability category and learn about the experiences and development of individuals identified with each. They will learn strategies to get to know individuals with specific learner profiles in their classes. Finally, Relay students will learn research-based interventions to support students with varying disability categories, practice implementing them, and learn how to evaluate and leverage community resources in support of an individual student.

Possible substitution for this course: Students with credit in BOTH TEL-500: Teaching Exceptional Learners in Inclusive Settings & TEL-603: Exceptional Learner Profiles have an allowable substitution for TEL-605.

 

TEL-611: Assessment & Instructional Planning I

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this course, Relay students will learn about and deepen their understanding of literacy development in both reading and writing for their PK–12 students. They will then learn to administer assessments to better understand their PK–12 students’ academic development related to literacy. They will use this information to develop a long-term instructional plan for a small group of PK–12 students including a set of long-term goals, short-term goals, and weekly objectives that support literacy development in the areas of reading and writing. This plan will be the basis of the specialized Tier 2 instruction that Relay students implement as part of their Special Education Clinical Practice I course.

 

TEL-612: Assessment & Instructional Planning II

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will continue their exploration of literacy development in their PK–12 students. They start progress monitoring by administering a supplemental round of literacy assessments to learn more about their PK–12 students’ academic growth and achievement in the areas of reading and writing. They will use this information to adjust a long-term instructional plan for a small group of PK–12 students for ongoing Tier 2 intervention. Then, they will develop an individualized plan for one PK–12 student who would benefit from more intensive literacy intervention. This plan, which serves as the foundation for a highly effective Individualized Education Program, includes annual goals, short-term goals, and weekly objectives, supports literacy development in the areas of reading and writing, and plans for transitions. This plan will be the basis of the specialized instruction that Relay students will implement as part of their Special Education Clinical Practice in the Spring.

 

TEL-613: Methods in Foundational Literacy Intervention

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this course, Relay students will learn about how to design and implement specialized instruction that drives toward academic goals to support the development of PK–12 students. They will learn how to utilize high-leverage instructional practices as they engage in Tier 1, Tier 2, and Tier 3 literacy interventions. Relay students will learn numerous strategies for intervening to support their PK–12 students’ needs in word recognition, reading comprehension, and transcription, including how to use assistive technology to support reading and writing in Tier 1 settings. Finally, they will also learn how to collect and respond to formative assessment data during and after their intervention sessions to promote continuous growth. 

 

TEL-614: Methods in Foundational Math Intervention 

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Spring & Summer

In this course, Relay students will learn fundamental skills to support foundational math intervention. They will learn how to use developmental math assessments to evaluate their PK–12 students’ skills across math domains. They will analyze developmental math assessment data and plan for intervention math instruction aligned to the strengths and areas of need of a PK–12 student. Finally, informed by the Universal Design for Learning (UDL) guidelines, they will learn numerous strategies for intervening to support their PK–12 students’ needs in number sense, computational fluency, and problem-solving.

 

TEL-615: Methods in Social-Emotional Intervention 

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Summer

In this course, Relay students will learn how to evaluate the social-emotional development and experience of the exceptional learners in their PK–12 classrooms. They will learn how to set instructional goals aligned with the data they gather about social-emotional development. They will learn numerous strategies for intervening to support social-emotional development in Tier 1, Tier 2, and Tier 3 settings. Finally, Relay students will collaborate with others to plan interventions that support social-emotional skills development informed by student strengths and assets.
 

TEL-621: Assessment & Instructional Planning in Early Childhood I

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In this course, Relay students will learn how to administer assessments to learn more about their Birth–Age 8 students’ social-emotional development. Relay students will use this information to develop a long-term instructional plan for a small group of Birth–12 students including a set of long-term goals, short-term goals, and weekly objectives that support social-emotional development. This plan will be the basis of the specialized instruction that Relay students will implement as part of their Teaching Exceptional Learners Clinical Practice I course. 

 

TEL-622: Assessment & Instructional Planning in Early Childhood II

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will administer assessments to learn more about their Birth– Grade 12 students’ social-emotional growth and development. Relay students will use this information to adjust a long-term instructional plan for a small group of Birth–12 students. They will also administer literacy assessments and develop an individualized plan for one Birth–12 students who would benefit from intensive intervention in literacy. This Individualized Education Plan will include annual goals, short-term goals, and weekly objectives that support social-emotional development. This plan will be the basis of the specialized instruction that Relay students will implement as part of their Teaching Exceptional Learners Clinical Practice in the Spring.

 

TEL-623: Methods in Literacy Development in Early Childhood

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will learn about how to design and implement specialized instruction that drives toward academic goals for individual students, a small group of students, and a whole group of students. They will learn how to utilize high-leverage instructional practices as they engage in Tier 1, Tier 2, and Tier 3 literacy interventions. Relay students will learn numerous strategies for intervening to support their students’ needs in word recognition and reading comprehension. They will also learn how to collect and respond to formative assessment data during and after their intervention sessions. 

 

TEL-624: Methods in Math Development in Early Childhood 

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will learn how to use various developmental math assessments to evaluate their students’ skills across various math domains. Relay students will administer a developmental math assessment, analyze math assessment data, and plan for intervention math instruction aligned to the strengths and areas of need of an early childhood student. Relay students will learn numerous strategies for intervening to support each student’s growth and development in mathematics.

 

TEL-625: Methods in Social-Emotional Development in Early Childhood 

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Fall

In this course, Relay students will learn how to evaluate their Birth– Grade 12 students’ social-emotional development and experience in their classrooms. They will design instructional supports in response to the data they gather, using Response to Intervention to allocate supports across Birth–12 students in a strategic manner. Relay students will learn how to intervene to support social-emotional growth and how to leverage colleagues as needed in support of each student’s social-emotional development.