Course Descriptions

Jade Diaz

May 12, 2026

18936

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: Not currently offered

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: Not currently offered

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: Not currently offered

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: Not currently offered

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: Not currently offered

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: Not currently offered

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: All Terms

In this course, Relay students will receive instruction and support from a Relay licensure exam preparation instructor while preparing for their licensure exam. With the instructor and peers, students will review the exam framework(s), discuss resources, and analyze practice 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 and test-wise practices for standardized exams. Students will also get an opportunity to learn from and build community with their peers.

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: Not currently offered

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: Not currently offered

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: 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-550: Preparing for the edTPA

Credit Hours: 1

Grading Scale: Pass/Fail

Terms Offered: Spring

CERT-551: Licensure Exam Support

Credit Hours: 0.5

Grading Scale: Pass/Fail

Terms Offered: Not currently offered

The 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: Spring

In this course, Relay students will prepare to take the Educating All Students Exam (201) and multi-subject exams for their licensure area (Multi-Subject: Teachers of Early Childhood, Birth-Grade 2; Multi-Subject: Teachers of Childhood, Grade 1-Grade 6; and Multi-Subject: Teachers of Middle Childhood, Grade 5-Grade 9). 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), explore resources, and analyze practice test items aligned to the content categories or competencies assessed on the exam(s). They will prepare in their area of licensure 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 that is aligned with student learning in the Clinical Practice course will be provided by a Field Supervisor.

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 create an action plan for a culturally and linguistically inclusive classroom. Relay students will then examine the world of second language acquisition theory; equipped with the knowledge of the stages of second language acquisition, they 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 will more precisely know how to support their PK–12 multilingual learners. Relay students deeply examine second language acquisition theories, specifically how to leverage native language in the acquisition of the second language. From there, they 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. They will examine the sheltered instruction model, explore the importance of comprehensible input, and practice various instructional strategies, including intentional vocabulary instruction and Total Physical Response. Throughout this course, Relay students will build their toolkit of strategies and have multiple opportunities to plan and practice effective strategies for multilingual learners across reading, writing, speaking, and listening. Finally, they will explore how to extend their impact beyond their own classroom walls and will plan to collaborate across teams to support multilingual learners.

CLD-504: Linguistics and Language Acquisition

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Summer

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, they 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, they 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 & Summer

In this course, Relay students will plan and implement methods to support multilingual learners. They will identify and analyze best practices in multilingual-learner 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, they 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.

CLD-507: Foundations for Bilingual Education
Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall
This foundational course explores the theoretical and conceptual foundations of Spanish-English bilingual education, focusing on language acquisition, sociolinguistics, literacy development, culture, and educational policy. Relay students examine first and second language acquisition theories, bilingual language and literacy development, curriculum, and assessment. Through the study of linguistic systems and academic language, the course emphasizes the role of language in bilingual settings. Sociocultural perspectives provide insight into how identity, power, and policy influence bilingual learners’ experiences. Grounded in research and theory, this course prepares Relay students to support the linguistic, cultural, and academic needs of bilingual students through informed, reflective practice. Knowledge of Spanish is required, as portions of the coursework are conducted in Spanish.

CLD-508: Methods for Bilingual Education
Credit Hours: 5

Grading Scale: Standard Grading Scale

Terms Offered: Spring
This methods and clinical practice course prepares educators to implement research-based methods and strategies for bilingual instruction. Emphasizing Spanish-English bilingual contexts, the course equips Relay students to plan and deliver standards-based instruction that develops biliteracy, fosters cross-language transfer, and supports academic language development in both Spanish and English. Relay students will explore how to select and adapt culturally and linguistically responsive resources, differentiate instruction, and assess language and content knowledge in both languages. Relay students will also develop reflective teaching practices to continuously improve bilingual instruction and create inclusive, affirming classrooms that support multilingual learners’ identities, languages, and cultures. Knowledge of Spanish is required, as portions of the coursework are conducted in Spanish, and Relay students must teach in a bilingual setting during enrollment due to the course’s clinical practice component.

CLIN-501: Supervised Clinical Practice I

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall (all locations) & Spring (select locations)

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 (all locations) & Fall (select locations)

CLIN-521: Mentored Clinical Practice I

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring (select locations)

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 (all locations) & Fall (select locations)

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 & 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 own self-efficacy, and able to drive their own growth through increasingly independent problem-solving. In this clinical practice course, Relay students will explore the principles and practices of a data-driven practitioner. They will learn about the importance of multi-faceted data collection in a culturally responsive and inclusive classroom, investigate how to develop systems for monitoring students’ academic outcomes, social-emotional development, and students’ experience in the classroom, examine approaches to data analysis that are equity-centered, and explore how to leverage effective instructional practices in response to data.

CLIN-524: Mentored Clinical Practice IV

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

CLIN-531: Special Education Clinical Practice I

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

CLIN-532: Special Education Clinical Practice II

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

CLIN-533: Early Childhood 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 explore the principles and practices of a data-driven practitioner. They will learn about the importance of multi-faceted data collection in a culturally responsive and inclusive classroom, investigate how to develop systems for monitoring students’ academic outcomes, social-emotional development, and students’ experience in the classroom, examine approaches to data analysis that are equity-centered, and explore how to leverage effective instructional practices in response to data.

CLIN-534: Early Childhood Special Education Clinical Practice II

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 bring together the knowledge, skills, and reflections they have gained in previous terms to engage in ongoing clinical experiences and reflections in an early childhood special education context.

CLIN-535: Special Education Clinical Practice II

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Spring (starting Spring 2027)

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

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 play-based practices and lesson plans related to emergent language and literacy. In particular, Relay students will analyze, evaluate, and implement evidence-based literacy approaches to support students’ development of word recognition and language comprehension. Relay students will also incorporate social studies instruction and plan ways to collaborate with caregivers and their communities. Finally, they will analyze and practice implementing literacy assessments to inform their instructional planning.

ECE-502: Development of a Responsive Early Childhood Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

This course builds upon Relay students’ foundational understanding of backward planning and instructional methods in early childhood by more deeply exploring content using developmentally appropriate and equitable lenses. Specifically they will learn how to support inquiry and discussion through play-based learning experiences in science, mathematics, physical development, technology, and arts-based instruction. This course will make Relay students more strategic and intentional early childhood leaders, more engaging and purposeful teachers, and more responsive practitioners.

ECE-503: Interdisciplinary Unit Planning in the Culturally Responsive and Inclusive Early Childhood Classroom

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students learn how to internalize a unit through the lens of the backward design process. They consider the big ideas of the unit and how the content of the unit reflects age/grade-level standards. They also evaluate how principles of culturally responsive teaching are reflected within the unit and plan to enhance units by incorporating Universal Design for Learning and integrating the arts, physical development, and health. Relay students also analyze a unit’s assessments and learning experiences and identify opportunities to support student agency and differentiation through early childhood classroom structures. Finally, knowing that the work of supporting student literacy extends into all units, Relay students home in on early literacy interventions to support striving readers, analyzing data, and practicing key literacy strategies.

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

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students will apply knowledge of literacy and oral language development to cultivate the knowledge and skills to support oral language acquisition and writing development for all students, whether they are native English speakers or multilingual learners. Using a culturally responsive and inclusive lens, Relay students will use developmentally appropriate and research-based approaches to understand and develop students’ oral language. They will then apply research-based strategies to support students in emergent and skilled writing skills. Lastly, Relay students will apply their knowledge of different types of writing, instructional strategies, and the writing process to plan grade-level appropriate instruction for a range 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

This course provides Relay students an opportunity to apply the experiences and content knowledge from their previous early childhood coursework to create a culturally responsive, multi-day learning plan in support of problem-based learning. They will learn what problem-based learning is and why it is prioritized as a key approach for equitable instruction in the early childhood classroom. They will use the tenets of backward design to identify key knowledge and skills that will guide the planning and vision for the problem-solving experience. After creating a clear vision of mastery, Relay students will design and implement learning experiences that support language, student reflection, and partnership with families.

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 Participatory 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: Summer

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 support 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-509: Foundations of Teacher Data Literacy

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Fall and Spring, starting Fall 2027, not currently offered.
In this course, Relay students will explore the principles and practices of a data-driven practitioner. They will learn about the importance of multi-faceted data collection in a culturally responsive and inclusive classroom, investigate how to develop systems for monitoring students’ academic outcomes, social-emotional development, and students’ experience in the classroom, examine approaches to data analysis that are equity-centered, and explore how to leverage effective instructional practices in response to data.

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 Birth–Grade 12 student support and impact by engaging in an action research project. The seminar will support Relay students’ preparation of a capstone portfolio that captures: (1) findings from an action research project that explores a problem of practice in their classroom, and (2) a presentation in which students advocate for a practice that has a positive impact on Birth–Grade 12 student academic growth, social-emotional development, 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: 1

Grading Scale: Pass/Fail

Terms Offered: Fall

In this course, Relay students will develop the knowledge, skills, and mindsets necessary to design and implement equitable systems for monitoring student experience. This course will introduce foundational practices for using data to elevate student voice, affirm student identity, and inform inclusive instruction. Grounded in equity-centered inquiry, students will explore how data—when used responsibly—can both challenge systemic inequities and support meaningful learning for all students. Through this course, Relay students will be prepared to (1) design a valid, reliable, and equity-aligned system for monitoring student experience, and (2) interpret data to make instructional decisions that promote belonging, engagement, and growth in their classrooms.

EDU-512: Principles of Teacher Inquiry II

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Spring

Prerequisites: EDU-511

In this course, Relay students will develop the knowledge, skills, and mindsets necessary to engage in equity-centered teacher inquiry. This course will guide students through the process of designing systems to monitor student progress and experience, analyzing data through an asset-based lens, and using evidence to drive instructional improvement. By grounding inquiry in affirming practices, students will learn how to elevate student strengths, uncover meaningful patterns in learning, and design responsive approaches that advance equitable outcomes. Through this course, Relay students will be prepared to (1) design and execute a system for monitoring student academic progress, social-emotional development, or classroom experience, (2) analyze student data using asset-based approaches to identify trends and opportunities, (3) formulate actionable research questions to investigate effective instructional practices, and (4) create an investigation plan that applies findings to strengthen teaching and learning both within and beyond their own classroom.

EDU-513: Residency Capstone

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this culminating seminar, students will reflect on their growth and readiness to lead a classroom. They will draw on the knowledge, skills, and mindsets of highly effective teachers, while also considering their impact on student support and development in their classrooms. Students will also focus on identifying, understanding, and partnering with community assets as they prepare for their first year as lead teachers with the goal of creating partnerships with community assets that will support students as learners within the context of their community.

This seminar will support students in curating a capstone portfolio that includes: (1) a collection of classroom video(s) and plan(s) that demonstrate evidence of the knowledge, skills, and mindsets required to be an effective culturally responsive and inclusive teacher of record, and (2) a community asset presentation that includes a profile of one community asset, a description of learnings about that asset, and an initial plan for engaging with the community asset in service of their classroom goals.

EDU-540: Foundations for Success as a Relay Educator

Credit Hours: 0

Grading Scale: Pass/Fail

Terms Offered: All Terms

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

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 and inclusive of students and families. 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, teachers will begin to explore the Science of Reading from the perspective of the secondary classroom, examining how to leverage instructional methods that focus on fluency or comprehension when reading a complex text.

ELA-502: Fostering Student Understanding in the ELA Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this course, Relay students will build upon their understanding of backward planning and English language arts instructional methods. They will explore the nuances of these strategies, 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 high-leverage ELA instructional strategies of discourse and writing and understand how to analyze data 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 of a selected unit meet the demands of grade-level standards. They will also enhance their chosen 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. They will focus on the reading comprehension strand of Scarborough’s Rope 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 of the content (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 Birth–Grade 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 strengthen their understanding of the content knowledge paramount to their daily instruction. They will study literary genres and examine how authors use literary elements to convey meaning in a text. Relay students will also study various modes of writing and analyze writing along dimensions such as organization, development, and conventions. Finally, Relay students will move through the stages of the writing process to produce narrative or nonfiction argumentative writing utilizing key attributes of the associated genre.

ELEM-501: Literacy and Equity in the Elementary Classroom

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this course, Relay students will develop essential knowledge, skills, and mindsets for leading meaningful instruction. This course will have a focus on literacy development—the first half will focus on the teaching of foundational skills (e.g., phonological awareness, phonics, sight recognition, fluent reading) and the second half will focus on teaching students to comprehend text using before, during, and after reading strategies that are aligned to the language comprehension strands of Scarborough’s Rope. Through this content focus, Relay students will additionally learn strategies and methods in relationship building and supporting student access through UDL, as well as pedagogical methods such as explicit instruction, facilitating student practice with feedback, planning and asking meaningful text-dependent questions, and instructional practices aligned with student developmental stages.

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

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this course, Relay students will build an understanding of how to teach social studies, science, technology, and mathematics in the elementary classroom. Relay students will explore science and social studies standards and instructional methods through the lens of inquiry instruction. They will also consider how to incorporate technology, digital literacy, and computational thinking to enhance instruction across multiple content areas. Then, Relay students will turn their attention to pedagogical methods in mathematics. They will learn the foundations of math instruction, including how to utilize task-based and inquiry-based learning, the importance of providing multiple representations, and incorporating the math practice standards to support their elementary students’ conceptual understanding. Relay students will also expand their lesson planning and instructional strategy toolkits to monitor their elementary students’ learning in mathematics by checking for understanding, adjusting instruction, giving content-based feedback, and analyzing and responding to data gathered in mathematics lessons.

ELEM-503: Interdisciplinary Unit Planning in the Culturally Responsive and Inclusive Classroom

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Summer

In this course, Relay students learn how to internalize units across content areas through the lens of the backward design process and evaluate how principles of culturally responsive teaching are reflected within units. Relay students begin by analyzing a math unit, making connections between the math-specific knowledge and skills from the unit, the math practice standards, and the summative assessment. Relay students then analyze a science unit, identifying the key skills that students will develop across the unit and the unit assessment’s criteria for success. Finally, Relay students analyze a social studies unit, identifying connections between the learning experiences and the social studies practice standards. In each content-specific module, Relay students analyze the unit’s big ideas within the discipline and how the content and lessons meet the demands of grade-level standards. Relay students 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. They also learn how to look at a unit to ensure their classrooms are set up with the routines needed to support students throughout. Finally, students analyze literacy data to plan and practice instruction aligned to an individual student’s needs.

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 cultivate the knowledge and skills to support the oral language and writing development of all students—whether they are native English speakers or multilingual learners. At the beginning of the course, Relay students will learn developmentally appropriate practices to support students’ speaking, listening, and vocabulary development. They will then identify the components of skilled writing, including critical thinking, sentence structure, text structure, writing craft, and transcription, and use these to analyze a writing task. Then, they will dive into four evidence-based writing recommendations and apply them to writing instruction. Lastly, Relay students will study writing lessons and student work samples to plan for instructional techniques such as using the writing process and providing mentor texts to support students as writers.

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 develop advanced skills in facilitating social studies, science, and math instruction. This course will focus on developing disciplinary content pedagogy in all three subject areas and strengthening daily instruction by leveraging content pedagogy and thoughtfully integrating ELA. Relay students will begin by analyzing science and social studies lessons based on the content practice standards, integrating technology, and adjusting instruction. Relay students will then focus on math instruction, deepening their understanding of how to foster collaboration, critical thinking, and creativity in mathematics. They will learn to incorporate math tools and technology to build elementary students’ conceptual understanding. Lastly, Relay students will learn how to create math classrooms that support students in taking risks and developing their understanding through collaboration and literacy integration.

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 Birth–Grade 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.)

ELEM-551: Understanding Concepts in Elementary Science & Social Studies

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

In this course, Relay students focus on strengthening their content knowledge in science and social studies. They will engage with disciplinary core ideas across physical science, life science, earth and space science, engineering, technology, and applications of science. In social studies, Relay students will explore central concepts and structures, including civics and government, geography, economics, and history. Through analyzing the Next Generation Science Standards and the C3 Framework for Social Studies. Relay students will analyze inquiry skills to understand instruction that builds a coherent and lasting knowledge base. By the end of the course, Relay students will be able to apply knowledge of disciplinary areas through the design and implementation of effective science and social studies lessons.

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 middle grades students’ content understanding in English language arts, mathematics, science, and social studies. The course will prepare Relay students to practice culturally responsive instruction by attending to teacher and student identities, developing positive relationships, and employing instructional routines that support an emotionally safe and rigorous learning environment. With this foundation, Relay students will build their knowledge and skills around research-based instructional methods that develop students’ reading skills; their conceptual understanding and procedural fluency in math; and their inquiry skills in science and social studies. Relay students will apply their growing knowledge, skills, and mindsets 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: Fall & 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 discourse-based learning experiences across content areas. In addition, Relay students will consider how they will integrate technology to support and enhance their students’ learning and development. Relay students will apply their content understanding as they identify and address student misconceptions, then 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.

GEN-503: Unit Planning in the Culturally Responsive and Inclusive 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 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.

GEN-507: Teaching Content in Diverse Settings for Special Educators
Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, special educators will develop their pedagogical content knowledge in social studies, science, and mathematics and demonstrate their proficiency with implementing lessons in these content areas. Students will be oriented to research-based frameworks that inform high-quality instruction in social studies, science, and mathematics and apply their understanding of the frameworks as they analyze and internalize lessons. Then, they will practice and implement instructional routines and instructional methods that are fundamental to developing student understanding in each content area.

Throughout, students will consider how these strategies can be implemented effectively at various stages of student development and how they will apply the Universal Design for Learning Framework (UDL) to remove barriers to learning for diverse learners. They will explore the use of technology in the classroom as a tool for achieving learning outcomes of a lesson. Finally, students will analyze formative data to make conclusions about student learning within a lesson.

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 structures that support engagement and identity development, 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: Fall & 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 math and practice standards. They will also enhance a unit by 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. Relay students will build their foundational understanding of how reading skill is developed. With this knowledge, they 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 learn about mathematical modeling and plan for students to apply math to meaningful real-world scenarios by revising tasks so that they leverage students’ background knowledge, experiences, and cultural references in the mathematical modeling process. Through the implementation of mathematical modeling, Relay students will be able to strengthen their routines for discourse and integration of technology. Throughout this work, Relay students will plan for and implement scaffolds and instructional techniques that support students in comprehending text, expressing their mathematical thinking, and engaging in feedback and revision cycles.

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 reflect on who they are as a math learner while deepening their knowledge of core secondary math topics in the following domains: the number system, algebra and functions, geometry, statistics, and calculus. 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.

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 build the foundations needed to develop safe, culturally responsive, and inclusive science lessons that promote sensemaking. They will learn how to build deep classroom relationships by developing an understanding of their students’ funds of knowledge and using that understanding to inform instructional decisions. Relay students will also develop their content knowledge by unpacking state and national standards for three-dimensional instruction to ensure alignment between all components of their lesson plans. Throughout the course, Relay students will engage in critical reflection on their science identity and lived experiences as learners and consider how these shape 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: Fall & Spring

In this course, Relay students will learn and apply multiple strategies to develop student understanding and elicit students’ ideas in order to continue building a sensemaking classroom. After establishing a foundation for a culture of collaboration, they will continue to build their expertise in planning and facilitating rigorous science discourse within small groups. From there, Relay students will expand their instructional toolkit with strategies that support students’ use of science vocabulary. They will close out the first half of the course by examining how to integrate technology into the science classroom. The second half of the course opens with the critical practice of analyzing student work as Relay students reflect on the outputs from their midterm and consider which next steps in their practice will be most important for supporting students moving forward. They will deepen their understanding of the importance of science misconceptions in planning and implementing science lessons, using their own understanding of science concepts alongside their understanding of their students’ misconceptions to strategically plan rigorous and illuminating formative assessments. Relay students will then consider how the feedback they provide can be structured to support sensemaking before closing the course with a structured reflection and deep analysis of the student work products generated during the lesson activities they taught. Just as they support their own students in making sense of the world through science, this course will support Relay students in making sense of their pedagogy and instruction in order to better support student learning.

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 begin by analyzing the phenomenon at the center of a science unit, considering the content it helps students make sense of, the skills students will utilize to learn that content, and the extent to which the phenomenon is culturally responsive and aligned to sociopolitical consciousness. Through the lens of backward design, they will internalize the unit while evaluating how principles of culturally responsive teaching are reflected throughout it. Relay students will also consider the big ideas and essential concepts within the discipline and analyze how the content, lessons, and assessments meet the demands of grade-level standards. In addition, they will examine unit assessments to identify how Universal Design for Learning practices could be leveraged to remove barriers students may experience and analyze how the unit’s technology integration aligns with the Triple E Framework. Altogether, these strategies will support science teachers in critiquing and enhancing science units.

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 a 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 by learning how to leverage sensemaking to explain the natural world through phenomenon-based instruction. They will integrate their knowledge of reading, speaking, listening, and writing as they engage students in generating, testing, and revising scientific ideas during the launch of a unit or at other points in the unit where specific phenomena are introduced. Relay students will also leverage technology to enhance their teaching practice and support students in using technology tools to communicate their learning and thinking in relation to the scientific phenomena they examine. Throughout this work, they will implement scaffolds and instructional techniques that support students in comprehending data and expressing their scientific thinking. They will collect and analyze assessment data to understand student academic progress and make instructional decisions that support students in meeting learning goals. Undergirding all of this, Relay students will establish, develop, and reflect on their sociopolitical consciousness as a foundation for planning and implementing phenomenon-based units and for shaping their science classrooms more broadly.

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 explore the core principles of science instruction that prioritize student sensemaking. They will deepen their understanding of disciplinary core ideas within one science domain (Biology, Chemistry, or Physics) by engaging with science instruction through three-dimensional learning experiences centered on an anchoring phenomenon. Relay students will first examine the key tenets of effective science teaching, focusing on the use of phenomena, model-building, and the importance of student-driven explanation construction. They will then experience sensemaking as learners. Relay students will investigate a rich, real-world phenomenon by collecting and analyzing relevant data, building content knowledge, and constructing explanatory models that reflect their evolving understanding of scientific concepts. Throughout the course, students will critically reflect on sensemaking approaches, compare these methods to traditional science instruction, and develop strategies for implementing phenomena-driven science learning in their own classrooms.

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. They will begin by examining the epistemological foundations of the discipline and the significance of incorporating multiple, interconnected narratives in their curriculum. Then, they will explore key elements of creating safe and culturally responsive learning environments and reflect on the extent to which their identity and that of their students 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, they will learn how to activate background knowledge, build interest, and teach social studies content by engaging in the Social Studies Disciplinary Skills.

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

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall & 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 that 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 this course, Relay students will dive into the world of Guided Inquiry Design (GID). They will begin by exploring the what and the why—What is the structure of Guided Inquiry, and how does it differ from a more traditional approach to teaching and learning? Why is Guided Inquiry a powerful instructional technique, and how does it enable us to create a more equitable, socially justice–minded classroom? Relay students will then move into the how—How can inclusive design and differentiation allow us to engage all learners in Guided Inquiry Design? They will also learn how to consider their students’ experiences and background knowledge when designing inquiry in our classrooms, how to implement the use of technology in inquiry, as well as how to assess and give feedback throughout the stages of GID. By the end of this course, Relay students will have planned and implemented a multi-step Guided Inquiry Design lesson series within their classroom context and reflected upon their agency in addressing inequities in their classroom through GID.

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 core disciplinary knowledge and thinking skills that are essential to secondary Social Studies education. Through a structured exploration of key concepts across U.S. History, World History, Geography, Economics, and Civics & Government, students will engage with both historical content and the tools of the discipline. Each module invites Relay students to step into the role of both learner and teacher: first, by experiencing carefully scaffolded activities designed to build content knowledge and historical thinking; then, by analyzing how these same concepts are applied in standards-aligned academic tasks. Throughout the course, students will examine the intersection of disciplinary literacy, source analysis, and conceptual understanding, and learn to interpret what student responses reveal about developing mastery. As students progress through the modules, they will apply the Social Studies Disciplinary Skills to evaluate and design tasks, analyze primary and secondary sources, connect historical periods across time, and reflect on effective instructional practices. While all five sub-disciplines will be addressed, students will select one subject area as a focal point for deeper content application and instructional planning.

TEL-500: Teaching Exceptional Learners in Inclusive Settings

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: All Terms

As teachers, we know every student walks into our classrooms with unique strengths, challenges, and ways of learning. This course is designed to help Relay students create inclusive classrooms where all learners, including learners with exceptionalities (with disabilities, neurodivergence, giftedness, and those with language-based learning differences) can thrive. Throughout the course, Relay students will strengthen their understanding of special education law, disability categories, and inclusion while gaining practical strategies to use in the classroom. Relay students will practice reading real student data, learn how to collaborate with families and colleagues, and design instruction that removes barriers through the multi-tiered systems of support (MTSS) and Universal Design for Learning ( and UDL) frameworks. A special focus of this course is on language-based learning disabilities, such as dyslexia, dysgraphia, and related difficulties. Because these disabilities are the most prevalent among school-aged students, Relay students will take a deeper dive into what they are, how they affect students’ learning, and the evidence-based practices that work best through instructional design and targeted interventions. Assistive technology tools, such as text‑to‑speech, speech‑to‑text, and digital graphic organizers, play a critical role in providing accessible pathways for students with language‑based learning disabilities to engage meaningfully with grade‑level content.

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 while considering how schools have been designed to exclude Birth–Grade 12 exceptional learners. They will examine Birth–Grade 12 students’ rights under Special Education Law and consider what constitutes an effective Individualized Education Program. Finally, they will consider how to support access for all exceptional learners, including multilingual learners, in a variety of settings, and implement accommodations to ensure students’ access to the general education curriculum.

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 Birth–Grade 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 Birth–Grade 12 students’ strengths and assets in the classroom. Finally, Relay students will learn how to collaborate with colleagues, Birth–Grade 12 students, and families to support Birth–Grade 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 students with low and high-incidence disabilities and explore common needs across domains. They will explore the prevalence and history of each IDEA disability category and learn from the voices of individuals identified with each. They will prepare to conduct an empathy interview with an individual with a disability in order to expand their understanding of that person’s experiences. They will also explore the factors that make community resources supportive for individuals with disabilities and their families. Finally, teachers will research interventions to support students across disability categories and practice implementing the interventions in the context of a case study.

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-611: Assessment & Instructional Planning I

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this course, Relay students will learn how to plan to deliver targeted small-group literacy intervention focused on reading and writing. They will administer assessments to learn more about their students’ academic development related to literacy. They will then use this information to develop a long-term instructional plan to support their students’ literacy development, plan small-group intervention that drives toward mastery of short-term literacy goals, and recommend assistive or augmentative technology/tools to support student access to literacy activities in a Tier 1 setting. In addition, they will reflect on their engagement with students and caregivers in the process of developing intervention plans.

TEL-612: Development and Implementation of Individualized Education Programs

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Spring

In this course, Relay students will develop an individualized plan for one PK–12 focus student who would benefit from more intensive literacy intervention. They will administer literacy assessments and collect anecdotal data to inform the student’s Present Levels of Academic and Functional Performance (PLAAFP). Then, they will develop an individualized plan for the student, which will include annual goals, short-term goals, and weekly objectives that support literacy development. Relay students will then plan specialized instruction to target goals and a transition plan to support the focus student’s transition to different instructional contexts and beyond.

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 how to design and implement specialized instruction that drives toward academic goals to support the development of Birth–Grade 12 students. They will learn how to utilize high-leverage instructional practices as they engage in Tier 1 instruction and Tier 2 and Tier 3 literacy interventions. Relay students will learn numerous strategies for intervening to support their Birth–Grade 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 delve into the world of mathematics. They will begin with a deep dive into mindsets around mathematics and learner variability, exploring their own math-related thoughts, feelings, and performance as well as their students’. Relay students will also build their understanding of math-based disabilities. Next, they will learn about the aspects of mathematical rigor (i.e., conceptual understanding, procedural fluency, and application) and how to use various math assessment tools to evaluate their students’ skills. After analyzing a student’s math assessment data, Relay students will plan accommodations/assistive technology and specially designed instruction in math in ways that support the development of conceptual understanding, procedural fluency, and application and are aligned to a student’s specific strengths and areas in need of support.

TEL-615: Methods in Social-Emotional Intervention

Credit Hours: 1

Grading Scale: Standard Grading Scale

Terms Offered: Fall & Summer

In this course, Relay students are equipped with knowledge and tools to understand and support students’ social-emotional development, with special focus on developing self-regulation skills and addressing concerning behaviors. Throughout the course, they progress from foundational concepts to practical applications. The course begins with an exploration of how social-emotional learning develops across the lifespan, challenging traditional approaches in favor of frameworks that honor student identity and variability. Students will then learn to analyze social-emotional data (anecdotal records, empathy interviews, Functional Behavior Assessments) to uncover root causes of behavior and design strengths-based individualized supports to promote positive behaviors. Relay students review standardized and functional assessment methods and protocols (their intended purposes and the potential for bias). The course transitions from theory to practice by introducing proactive strategies for developing students’ social-emotional skills, culminating with responsive and restorative approaches to challenging behaviors that maintain dignity and strengthen relationships.

TEL-617: Assessment and Methods in Literacy Intervention
Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall

Students’ literacy development has a profound impact on their academic and social-emotional growth and achievement at school. This is why it’s so important for schools to provide explicit, systematic intervention to support students’ literacy growth and development. In this course, Relay students will learn how to plan to deliver targeted small-group literacy intervention focused on reading and writing. In the first half of the course, Relay students will administer assessments to learn more about their students’ academic development related to literacy. They will then use this information to develop a long-term instructional plan to support their students’ literacy development. In addition, Relay students will reflect on their engagement with caregivers and key stakeholders in the process of developing intervention plans. In the second half of the course, Relay students will learn how to design and implement literacy interventions. They will learn how to leverage high-leverage instructional practices and evidence-based literacy strategies in interventions, in addition to using assistive technology to support reading and writing in Tier 1 settings. Finally, they will learn how to collect and respond to formative assessment data during and after intervention sessions to monitor student understanding.

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

Credit Hours: 2

Grading Scale: Standard Grading Scale

Terms Offered: Fall

Students’ social-emotional development has a profound impact on their academic growth, relationships with peers and teachers, and eventual measures of life satisfaction. This is why it’s so important for schools to provide explicit, systematic intervention to support students’ social-emotional growth and development. In this course Relay students will analyze ways to plan and implement systemic, responsive, and developmentally appropriate social-emotional learning. They will begin by exploring and administering assessments to learn more about their students’ social-emotional development. Then, Relay students will use this information to develop a long-term instructional plan to support their students’ social-emotional development. Finally, they will develop a plan to implement a small-group social-emotional intervention.

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 literacy assessments to better understand students’ academic growth and achievement from birth to age eight. They will analyze assessment data to identify literacy strengths and areas for improvement. Based on this analysis, students will develop a literacy-focused instructional plan that includes annual, short-term, and weekly objectives. Finally, they will adopt a literacy intervention aligned with the plan to support students in achieving both long-term and short-term literacy goals.

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 how to design and implement specialized instruction that drives toward academic goals for the whole group, small group, or individual early childhood student. They will learn how to utilize high-leverage instructional practices as they engage in Tier 1 instruction and 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 in early childhood. 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 delve into the world of mathematics. They will begin with a deep dive into mindsets around mathematics and learner variability, exploring their math-related thoughts, feelings, and performance, as well as those of their students. Relay students will then build their understanding of math-based disabilities. They will learn about developmental progressions in math and ways to support mathematical development using a concrete-to-abstract continuum. Relay students will also discuss aspects of mathematical rigor (i.e., conceptual understanding, procedural fluency, and application) and learn how to use various math assessment tools to evaluate their students’ skills. Finally, Relay students will plan specially designed instruction in math in ways that support the development of conceptual understanding, procedural fluency, and application and are aligned to a student’s specific strengths and areas in need of support.

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 build their understanding of how to support the social-emotional development of exceptional learners. They will learn about instructional practices and routines that support social-emotional learning. Then, Relay students will collaborate with others to plan interventions that support social-emotional skill development. Finally, they will explore the importance of transition planning and how to collaborate with caregivers.

TEL-626: Assessment & Methods in Social-Emotional Development in Early Childhood

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Fall

Students’ social-emotional development has a profound impact on their academic growth, relationships with peers and teachers, and eventual measures of life satisfaction. This is why it’s so important for schools to provide explicit, systematic intervention to support students’ social-emotional growth and development. In this course, Relay students will analyze ways to plan and implement systemic, responsive, developmentally appropriate social-emotional learning. They will begin by exploring and administering assessments to learn more about their students’ social-emotional development. Then, Relay students will use this information to develop a long-term instructional plan to support social-emotional development for a small group of students and an individual student. Relay students will learn about instructional practices and routines that support social-emotional learning, collaborating with others to plan interventions that support social-emotional skill development. Finally, they will explore the importance of transition planning and how to collaborate with caregivers.

TEL-627: Assessment & Methods in Literacy Intervention in Early Childhood

Credit Hours: 3

Grading Scale: Standard Grading Scale

Terms Offered: Spring

In this course, Relay students will administer literacy assessments to learn more about their birth-to-age-eight students’ academic growth and achievement. They will spend time analyzing the assessment data to leverage student strengths and identify a literacy area of need. Using this information, they will create a literacy-focused instructional plan that includes annual goals, short-term goals, and weekly objectives that support literacy development. Relay students will then deepen their understanding of how to design and implement specialized literacy instruction that drives toward academic goals in Tier 1, Tier 2, and Tier 3 settings. Relay students will learn numerous strategies for intervening to support their students’ needs in word recognition and reading comprehension in early childhood.