Three Degrees, One Mission: Lee Braddock’s Commitment to Students and Lifelong Learning
May 26, 2026
By Kiersten Caputy
by Kiersten Caputy
For Lee (Sturtevant) Braddock, MEd’11, ’24, ’26, completing a third master’s degree at George Mason University’s College of Education and Human Development (CEHD) is about far more than academic credentials. It is the culmination of years of perseverance, growth, and a deep commitment to serving students and families.
“Thinking about this milestone, I’m honestly a bit overwhelmed, in the best way possible,” Braddock said. “Walking away with a third master’s degree from CEHD isn't just about the diploma. It’s about what those years of late nights and early mornings represent for my life and my family.”
For Braddock, lifelong learning has always been central to who she is. “Personally, it’s about staying curious,” she said. “I truly believe that the moment we stop learning is the moment we stop growing, and I never want to reach that point.”
Professionally, she says continued education has made her a stronger and more compassionate educator. “I’ve realized that greater expertise leads to being a more effective and understanding educator,” Braddock said. “By staying a student myself, I remember exactly what it feels like to struggle with a new concept or balance a heavy workload. That empathy makes my classroom a more supportive space.”
Perhaps most importantly, she says, this achievement is for her two daughters. “I want them to grow up knowing that their dreams don't have to be put on hold for any reason,” she said. “I’m not just telling them they can do anything. I’m showing them.”
Braddock’s three graduate degrees span Multicultural Education/ESOL, Special Education, and Education Leadership, each representing a different chapter in both her personal and professional journey.
Her first path emerged through a passion for language learning and cross-cultural connection. “It all started because of my mom,” Braddock said. “She was a CEHD professor and gave me the chance to sit in on FAST TRAIN classes before I even graduated. I remember listening to these incredible international teachers and thinking, ‘I get this.’”
Having studied Japanese for seven years and lived abroad as an exchange student, Braddock understood firsthand the challenges of communication and belonging.
“I knew exactly how isolating it feels when you can’t find the words,” she said. “I wanted to be that bridge for others.”
Her second degree in Special Education was inspired by an even more personal experience: her youngest daughter, who lives with multiple disabilities. “My path into Special Education was much more personal,” Braddock said. “I originally took that first class just to understand her world better.”
That journey transformed how she worked with students and families, especially those navigating both language learning and special education services. “I knew what it felt like to be on the other side of that IEP table, feeling overwhelmed and protective,” she said. “It allowed me to rebuild trust with parents because they knew I wasn't just checking boxes. I was living their reality every day.”
Her third degree, in Education Leadership, came from wanting to better understand how schools operate and how decisions are made. “I wanted to see behind the curtain,” Braddock said. “I’ve realized that being a leader often means making choices that might go against your own gut because you have to do what’s best for the school as a whole. It’s a heavy weight to carry, but it’s taught me so much about the bigger picture.”
Even with new leadership credentials, Braddock says she has no plans to leave the classroom anytime soon. “My answer is usually a surprise: I’m staying in the trenches,” she said. “I love the ‘A-ha’ moments and the connection of the classroom too much to walk away just yet.”
Now approaching fifteen years at Fairfax County Public Schools, Braddock says what continues to inspire her is the transformation she sees in students. “The thing that keeps me coming back every August is that ‘A-ha!’ moment,” she said. “There is a very specific look in a student’s eyes when a concept finally clicks, but there’s an even better look when they realize they’ve been truly seen and understood.”
She is especially proud when students begin to advocate for themselves. “Nothing makes me prouder than when my students start advocating for themselves,” Braddock said. “When they find the confidence to tell me how they learn best or what they need to succeed, I know I’ve given them something far more permanent than a grade.”
Her work in special education has profoundly reshaped her understanding of student success and inclusive learning. “Special education didn't just change my career. It changed my entire heart,” she said. “I think I had a very traditional view of what success looked like. Now, I realize that success is as unique as the student sitting in front of me.”
To Braddock, success is not a test score. It is growth, confidence, and breakthrough moments. “Sometimes success is simply a student with ADHD finally finding that one specific strategy that helps them quiet the noise enough to focus,” she said. “Other times, it’s a dually identified student finding the courage to speak up in their new language.”
She also believes inclusive education means far more than simply making room for students. “Inclusive learning is more than just making room for a student,” Braddock said. “It’s about building a space where they don't feel like they must apologize for how their brain works.”
Braddock’s connection to CEHD is also deeply personal. She is the daughter of the late Elizabeth G. Sturtevant, PhD, whose legacy in education continues to guide her. “George Mason wasn’t just a university. It was the backdrop of my life,” Braddock said. “Mom lived by a very simple, powerful creed:Education will get you everywhere.”
She says her mother’s belief in every learner remains at the center of her own classroom today. “She never saw a difficult student or a limited learner. She saw potential that just needed the right key to unlock it,” Braddock said.
Braddock also credits her CEHD faculty members with helping shape her path. “I’m not just walking away with a degree,” she said. “I’m walking away with a whole new way of seeing the world.”
For educators considering graduate study while working full-time, Braddock offers practical and heartfelt advice. “Own your seat at the table,” she said. “Your lived experiences mean you are bringing something invaluable to the conversation.”
She also encourages students to lean on one another. “Your cohort is your family,” Braddock said. “These people become your sounding board, your support system, and your family. We carried each other through this.”
As she looks ahead, Braddock is energized by the opportunity to continue growing as both a teacher and a leader. “I don’t have to choose between being a teacher and being a leader. I get to be both,” she said.
She hopes to continue using her experience to support students, colleagues, and families, while showing her daughters what leadership truly means. “Leadership is just about showing up for people,” Braddock said. “I’m heading into this next chapter ready to use everything I’ve learned to make my school a place where every kid and every teacher feels like they actually belong.”
For Braddock, three degrees represent more than academic achievement. They tell the story of resilience, empathy, and a lifelong belief in the power of education to transform lives.
This story supports the Future Ready Teachers Initiative and our priority of reclaiming the narrative around teaching as a profession.