Graduates are more racially diverse than other new teachers in Boston
Public Schools; they are also more likely to
teach in STEM fields and to remain
teaching in the district through their fifth year, which is when data show that teachers tend to be at or close to their peak effectiveness.27 Like the Boston Teacher Residency, the Relay Teaching Residency, founded in 2007 and supported by Relay Graduate School of Education, is a two - year program that provides residents with a structured, gradual on - ramp into the profession, along with a master's degree.28 Ninety - two percent of employing school leaders affirmed their satisfaction with the performance of their teachers who were enrolled at
teaching in the district through their fifth year, which is when data show that teachers tend to be at or close to their peak
effectiveness.27 Like the Boston Teacher Residency, the Relay
Teaching Residency, founded in 2007 and supported by Relay Graduate School of Education, is a two - year program that provides residents with a structured, gradual on - ramp into the profession, along with a master's degree.28 Ninety - two percent of employing school leaders affirmed their satisfaction with the performance of their teachers who were enrolled at
Teaching Residency, founded in 2007 and supported by Relay Graduate
School of Education, is a two - year program that provides residents with a structured, gradual on - ramp into the profession, along with a master's degree.28 Ninety - two percent of employing school leaders affirmed their satisfaction with the performance of their teachers who were enrolled at Re
School of Education, is a two - year program that provides residents with a structured, gradual on - ramp into the profession, along with a master's degree.28 Ninety - two percent
of employing
school leaders affirmed their satisfaction with the performance of their teachers who were enrolled at Re
school leaders affirmed their satisfaction with the performance
of their teachers who were enrolled at Relay.29
The leadership
of the Connecticut
Public School Superintendents Association may claim all is well in the Land
of Oz, but they'd be hard pressed to claim that someone with no
teaching experience and virtually no management experience should be in charge
of the State
of Connecticut new Educator
Effectiveness and Professional Learning Program.
BTR graduates are more racially diverse than other new teachers in Boston
Public Schools; they are also more likely to
teach in science, technology, engineering, and math fields and to remain
teaching in the district through their fifth year — when data show teachers tend to be at or close to their peak
effectiveness.72 Eighty - seven percent
of all BTR graduates are still
teaching, and 90 percent are still working in the field
of education.73