Previous research has documented the deficit language and White saviorism embedded in Teach For America scripts. This article details the findings of an analysis of Relay Graduate School of Education in an attempt to add the growing body of literature documenting the program's emergence as a new graduate school of education. Drawing on critical race theory frameworks, I argue that programmatic materials reveal a discourse of college readiness narrowly defined as gains on standardized assessments under the guise of racial equity. I also explore how Relay frames teaching as technical work bolstered by teacher and student compliance to academic growth measurement, suggesting that the emphasis on metrics objectifies teachers being prepared to teach in charter schools and the students they serve.