In the fall of 2016, I attended an informational meeting about Thomas University’s (TU) graduate programs for teachers. As I listened that day, I thought about my job’s seemingly endless grading, IEP meetings, and lesson planning. I had a full plate with little room left to study and produce graduate-level

I had my doubts about whether or not graduate school would enhance my teaching. Like all teachers, I’ve sat through trainings and classes knowing that the reality of my job made the initiatives before me irrelevant or impossible. On the flip side, I’ve taken education courses that were rich in