A program-aligned instructional role is a role within a school, teaching or supporting Birth–Grade 12 students. Instructional role requirements differ depending on the Relay program. All instructional roles should be aligned with the content area of the program, including applicable grade-level alignment. Some flexibility exists to support students with instructional roles that fall outside of these guidelines. However, flexibility will only be granted in alignment with state regulations and at Relay’s discretion. 

 

Relay’s Instructional Role Guidelines by Program

 

Program-Aligned Instructional Role for Students with a Residency or Teacher Pathway Area of Study

Appropriate instructional roles for Relay Teaching Residency or Relay Teacher Pathway candidates include, but are not limited to, teacher-in-residence, paraprofessional, or co-teacher. Students can read more about the Teacher Pathway or Relay Teaching Residency in the Academic Catalog. Students enrolled in one of Relay’s programs as a Teaching Residency or Teacher Pathway candidate must hold a position that meets the following criteria:

• In CLIN-501 and CLIN-502, hold a non-lead teaching position aligned to the content area and grade level** for the program that allows the ability to complete gateway and coursework assessments, including performance-based assessments (e.g., assessments based on classroom planning, observation, and reflection).
• Spend consistent time in the school-based mentor’s classroom to observe, learn, and co-teach. Some states require a minimum amount of time in the school-based mentor's classroom, which is described in the corresponding EPP Handbook.
• Take on more responsibility for whole-group instruction across the year, leading to full lesson and class instruction by the end of the year.
• If applicable, release time from school to attend weekly clinical practice seminars (~2 hours weekly)
• In CLIN-523, CLIN-531, CLIN-533, and EDU-510, 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 them from working with the same group of students.
• At the start of this course sequence (CLIN-523, CLIN-531, CLIN-533 into EDU-510), students may be required to transition into a teacher of record/lead teacher role* in the content area and grade level for their program. This requirement must be met prior to enrollment in advanced clinical and coursework (e.g., CLIN-523, CLIN-531, CLIN-533, or EDU-510).

 

Note: Relay’s guidelines may be less restrictive than state requirements. A student’s instructional role must align with state requirements, if pursuing certification/licensure, and Relay’s guidelines. State requirements specific to the Educator Preparation Program can be viewed in the Academic Catalog.

 

Program-Aligned Instructional Role for Students Without a Residency or Teacher Pathway Area of Study (Non-Residents)

Appropriate instructional roles for all other Relay candidates (Non-Residency, Non-Teacher Pathway, etc.) include, but are not limited to, lead teacher or teacher of record.* Students enrolled in one of Relay’s Master of Arts in Teaching Programs or Certification/Licensure Programs without a Residency or Teacher Pathway Area of Study must hold a position that meets the following criteria:

• Hold a teaching position aligned to the content area and grade level** for the program that allows the ability to complete coursework assessments, including performance-based assessments (e.g., assessments based on classroom planning, observation, and reflection).
• In CLIN-523, CLIN-531, or CLIN-533) and in EDU-510 of the MAT program, 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 them from working with the same group of students. 

 

Note: Relay’s guidelines may be less restrictive than state requirements. A student’s instructional role must align with state requirements, if pursuing certification/licensure, and Relay’s guidelines. State requirements specific to the Educator Preparation Program can be viewed in the Academic Catalog.

 

*Teacher of Record/Lead Teacher: A person employed by a school district who teaches the majority of the instructional day in an academic instructional setting and is responsible for evaluating student achievement and assigning grades.

 

**Content Area and Grade-Level Instructional Role Alignment

 

Table 6: Content Area and Grade-Level Instruction Role Information

 

 

Instructional Role Requirements and Qualifying Clinical Experience

Students who are enrolled in an educator preparation program to pursue certification/licensure must hold an instructional role that meets state- and program-specific requirements while completing their qualifying clinical experience. For more information about the instructional role requirements for one of Relay’s educator preparation programs, see the Academic Catalog.

 

Instructional Role Requirements for Relay AmeriCorps Membership

Students who enroll as AmeriCorps members via Relay must meet the following instructional role requirements:

• Enrollment in a degree or certification-seeking program (full or part-time)
• Secured full-time instructional role with a 9-hour workday, salary, and benefits at a non-parochial PK–12 school
• Must teach at a school site with a signed Service Site Agreement between Relay and School Placement Site (the school where student is teaching) 
• Must be enrolled at Relay for the entire academic year
• May not hold a paraprofessional, substitute, or non-teaching role