Together in the classroom: A shared master's journey at Richmond

When Ashley Seal, GC’26, and Karen E. Richardson, GC’26, enrolled simultaneously in the Educational Leadership & Policy Studies master’s program in the fall of 2024, they did so with different professional backdrops and a shared commitment to education. Seal, 44, is vice president and minority owner of Education Inc., which operates Country Day Care and has served Richmond-area families since 1981. Richardson, 32, has taught English for a decade at L.C. Bird High School in Chesterfield County Public Schools and serves as a senior class co-advisor and National Board Certification cohort facilitator.

They selected the University of Richmond’s School of Professional and Continuing Studies (SPCS) because both preferred an in-person program. “Other programs I explored were either a hybrid format or virtual, and I feel more comfortable and confident in a physical classroom setting,” Seal said. Richardson agreed, noting that hands-on leadership activities and authentic experiences embedded in the curriculum were decisive factors: “There’s also the authentic experiences into the realm of educational leadership which were embedded into each class to prepare us for the next chapter.”

The couple approached the program strategically. For the first two semesters they intentionally took different courses to gain independent footing, then began sharing classes in the summer of 2025. That balance allowed each to maintain professional responsibilities — Seal balancing day-to-day leadership at a large childcare operation and coaching soccer; Richardson balancing classroom instruction, advisory roles, and curriculum support — while contributing different perspectives to class discussions.

Faculty and cohort interaction were central to their experience. Seal credits professors such as Dr. Tom Shields, Dr. Sarah Calveric and Dr. Stephen Geyer with deepening her analytical skills, particularly in data-informed planning. “Sarah opened my eyes to the world of data and its importance in strategic improvement planning,” she said.

Richardson emphasized the value of instructors with real‑world administrative experience, noting the unique opportunity to learn from leaders who had held superintendent and district roles. Both described the cohort community as a core advantage of SPCS, one that broadened their perspectives and sharpened their practice.

Being mature, working professionals presented predictable challenges. Seal identified perfectionism and the temptation to compare herself to peers as obstacles to manage. Richardson admitted initial anxiety about returning to academic work after a modest performance as a younger student. Yet both found the program restorative.

“This experience rejuvenated me and my quest for knowledge while also confirming my ability to contribute in a learning environment,” Seal said.

Richardson added that the program reinforced the need for teacher-leaders in schools and provided tools to support colleagues: “Having a better understanding of what our school leaders handle on a daily basis… provides me with the tools to better support them as a teacher‑leader.”

Graduating together carries both practical pride and lighthearted relief. Seal described a sense of accomplishment in balancing work, family, and study: “Working and going to school simultaneously is difficult, but having both spouses in that boat can feel daunting at times.” Richardson smiled at the prospect of a new routine. “I think it means we will need to find a new hobby!” she exclaimed.

Looking ahead, Seal plans to continue overseeing the family childcare business while considering doctoral studies, aiming to strengthen the organization’s learning environment and community partnerships. Richardson intends to return to her high school classroom refreshed, applying leadership insights to support fellow teachers and to shape school culture from within.

Both attribute tangible professional gains to their time at the University of Richmond’s School of Professional and Continuing Studies: enhanced data literacy, a clearer view of system-level leadership, and a network of colleagues and professors to consult as they advance. Their joint journey serves as a reminder that professional graduate education can be both a personal milestone and a practical investment in capacity for educators working across classrooms and community institutions.