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Three classrooms, two school districts, and one shared journey.

It began as a freshman-year friendship at 91Ӱ��-Lock Haven between three education majors, which quickly evolved into a professional and academic partnership rooted in purpose, persistence, and a passion for teaching. Their decision to pursue a master’s degree in curriculum and instruction wasn’t just about advancing their careers; it was about becoming the kind of educators their students need most.

“As a special education teacher, I'm always interested in finding new ways to educate my students,” said Kelsie Buckwalter '22/26M, who teaches in the Williamsport Area School District. “It's so important to me to constantly gain knowledge to make choices about which curriculum and skills I teach them.”

That same drive to improve instruction and better serve diverse learners guided the three educators back to the school as graduate students, where they eventually rejoined together in 91Ӱ��'s M.Ed. in Curriculum and Instruction online program, and recently graduated alongside each other as they did four years prior. 

For Kayleigh Hadesty '22/26M, a learning support teacher in the Cocalico School District, the choice felt natural.

“Curriculum and instruction felt like the perfect fit, because it focused not only on teaching strategies ...," Hadesty said. "But also on how students learn, how curriculum impacts achievement, and how to create meaningful learning experiences for all students,” 

Rachel Schlecht '22/26M echoed that sentiment, pointing to the realities of today’s classrooms as a motivating force.

“There isn’t a single approach that supports every learner,” said Schlecht, also a special education teacher in Williamsport. “That pushed me to think more creatively about how I design my instruction.”

Together, their shared experiences in special education and learning support shaped a common goal — to become more intentional, responsive, and effective educators. The master's program, they say, delivered exactly that.

“One of the biggest highlights of the program was how applicable the coursework was to my everyday teaching,” Schlecht said. “The Cognition, Motivation, and Social Skills course was especially impactful. It gave me practical tools and strategies that I now use daily.”

Hadesty found similar value in coursework that connected theory to practice. 

“I especially enjoyed Curriculum Theory and Design,” Hadesty said. “It allowed me to dive deeper into the decision-making and the ‘why’ behind a lot of curriculums and programs.”

For Buckwalter, the impact extended across every class.

“There was not a single course I took that contained ‘busy work’ or that was not useful,” Buckwalter said. “Each course gave me more knowledge and tools to better educate my students.”

That immediate classroom application proved critical as all three balanced full-time teaching responsibilities with graduate-level expectations — a challenge made manageable, in large part, because they didn’t do it alone. Their story begins years earlier, during their first week as Lock Haven undergraduates.

“Within the first week, we became instant friends,” Buckwalter said. “We have shared interests, experiences, and work ethics.”

That bond only strengthened over time, evolving into a support system that carried them through student teaching, their first years in the profession, and ultimately, graduate school.

“We figured that what we started together, we would finish together,” Buckwalter said.

In a field known for its emotional and intellectual demands, that kind of support can be transformative.

“Those friendships became a support system throughout both undergraduate and graduate school,” Hadesty said. “Whether it was lesson plans, projects, or graduate courses, we were in it together.”

Schlecht agrees, emphasizing the impact of that connection beyond academics.

“Having that support system made a huge difference,” Schlecht said. “Whether it was collaborating on assignments, sharing ideas, or simply encouraging each other during busy times.”

Their friendship didn’t just help them persist. It helped them thrive.

“I couldn't have graduated from this program without these girls,” Buckwalter said. “They have quite literally pushed me through at times and kept me on track.”

That sense of community extended beyond their trio and into the structure of the program itself. All three transferred into the Curriculum and Instruction program, giving them a unique perspective ... and a clear point of comparison.

“As soon as we transferred, it was clear it was a good choice,” Buckwalter said. “The flexibility, relevance, and support involved in this program are unmatched.”

Hadesty pointed to faculty as a defining strength.

“The professors are phenomenal," Hadesty said. "They care about you, and they work with you. The classes and coursework felt like a community versus just another thing to add to your never-ending to-do list.”

For Schlecht, the program’s impact came down to its real-world focus.

“The courses are thoughtfully designed to connect directly to classroom practice,” Schlecht said. “It’s a program that truly helps educators grow their craft while making an immediate impact on their students.”

Now, with multiple degrees in hand, each educator is better equipped to support students, collaborate with colleagues, and pursue future leadership opportunities. But perhaps just as importantly, they’ve done it together — just as they always planned.