Supporting the professional development of graduate teaching assistants (GTAs) is a strategic necessity for both English studies and higher education. At many academic institutions, GTAs represent a significant proportion of instructional staff for first-year composition courses (Young and Bippus 116). These courses serve a crucial institutional mission as an academic entry point for the majority of undergraduate students and have been closely linked with student retention, graduation rates, and academic performance (Garrett, Bridgewater, and Feinstein; Holmes and Busser). Based on a recent national study, Amy Cicchino found most rhetoric and composition programs offer intensive, but condensed, GTA training programs that typically include a preservice orientation, semester-long teaching proseminar, and peer or faculty mentorship (93). Yet, time is a significant constraint—most programs take place over a single semester or academic year and end just as GTAs gain enough teaching experience and confidence to become more interested in composition theory and professional development (Obermark, Brewer, and Halasek; Reid).