Five teachers at the Martin Luther School (MLS) in Plymouth Meeting, Pa., were among Arcadia’s December 2024 graduates. Chafie Carter, Victoria Deas, Sharronda Rainey, Rasheen Robinson, and Quindierra Vann received bachelor’s degrees in PK-12 Education and a special education certification, but their journey had some unexpected bumps along the way.

Back in the spring of 2024, Carter, Deas, Rainey, Robinson, and Vann were taking courses and working toward a special education certification at Cabrini University, when that university closed. Not only were they able to transfer to Arcadia to complete their degrees and certifications, but they were also able to continue in the Teacher Apprentice Program (TAP) at MLS, a private, restorative practices school.

“The experience of transferring was pretty smooth, I was just a nervous wreck wondering if Arcadia would take all our Cabrini credits,” said Rainey, who was a reading assistant before becoming a teacher through TAP. “Arcadia was great! We had professors come to our campus to teach, which made it very convenient for us. I felt like I was able to build a positive relationship with Ms. Karen Dean, who was our University supervisor.”

“The university provided helpful guidance to ensure my credits transferred properly, allowing me to continue my academic journey without major disruptions,” added Deas, who began as a teaching assistant before enrolling in TAP. “My experience with Arcadia’s School of Education has been positive. The faculty is knowledgeable and supportive, providing valuable insight into best practices in education and special education. The program has strengthened my teaching skills and prepared me for success in the classroom.”

TAP offers MLS teaching assistants pathways to earn their bachelor’s degree and teaching credentials, preparing them to transition into classroom teaching roles within the school. This initiative serves as both a crucial educational opportunity for staff and a key component of the Martin Luther School teacher development pipeline.

“This experience was deeply meaningful to me because it reinforced my commitment to special education and my dedication to creating inclusive learning environments,” said Deas. “It allowed me to build meaningful connections with students and witness firsthand the transformative power of personalized support and intervention. Seeing students gain confidence and achieve their goals reaffirmed my belief in the importance of patience, adaptability, and advocacy in education.”

“Overall, this experience has been really rewarding,” Rainey explained. “Juggling work and classes was definitely challenging, but having the backing of my colleagues who were in the same program made it a lot easier to manage.”

The hands-on experience that these students gained with TAP helped them achieve their post-graduate goals in the education field.

“My work with the Martin Luther School had a significant impact on my post-grad goals,” Rainey continued. “They not only supported me in completing my degree but also inspired me to think about furthering my education and taking classes for my master’s degree.”

“My work with the Martin Luther School solidified my aspiration to continue specializing in special education and pursue further professional development in this field,” Deas added. “It has inspired me to seek leadership opportunities in special education, whether through curriculum development, advocacy, or administrative roles that support inclusive practices. Additionally, the experience has motivated me to continue learning about innovative teaching strategies and behavioral interventions to better serve students with diverse needs.”