ABSTRACT
In 2011, Relay Graduate School of Education was founded “to teach teachers and school leaders to develop in all students the academic skills and strength of character needed to succeed in college and life”. Historically, graduate schools of education have conferred degrees upon teachers based on inputs more so than on outcomes. Additionally, there is little evidence to suggest that the mere possession of a master’s degree improves teacher skill. Through students to academic achievement (SGA) coursework, graduate students were given the opportunity to develop a deep understanding both of how to measure student learning within their teaching contexts and of how to help their own students achieve their academic goals. Early adopters of cell phones might remember the rapid growth of the Motorola Company and the widespread popularity of that brand. To better understand our problem, people engaged in a broad exploration of what graduate students and faculty members were feeling and experiencing in SGA coursework.
