The graduate Reading/Literacy Education licensure program is designed to prepare licensed classroom teachers and resource room specialists for specialized literacy instruction in schools. Literacy specialists provide critical supports in schools by working with both students and teachers to prevent and remediate language and literacy difficulties in children. Eligible applicants must have at least one year of teaching to meet Massachusetts Literacy Specialist licensure standards. The program conforms to the Standards for Reading Professionals of the International Literacy Association.
Students should carefully plan programs in consultation with the program advisor to see that degree and licensure requirements are met. Classroom teachers must meet with the practicum director to create a proposal to fulfill practicum requirements while remaining in their own classroom.
In the Reading/Literacy Education licensure program, you will learn about language development and its relation to literacy outcomes, the varied social contexts in which language and literacy development take place, bilingualism and second language acquisition, text selection, and literacy assessment practices. Knowledge in these domains will be applied via targeted practicum experiences. In your practica, the knowledge you build via your LSOE classroom experiences are applied to direct work with mentor reading/literacy specialists, classroom teachers, and students in schools. This synthesis of coursework knowledge and classroom practice is encapsulated in the Inquiry Seminars that are required of all licensure students. In these seminars, students work directly with faculty to make sense of their daily school-based experiences in the contexts of the readings and activities that characterize LSOE coursework. This cyclical process of teaching, learning, and reflecting is the core of the licensure experience.
Education should level the playing field – we feel the same way about financial aid.
The Lynch School of Education provides more than $7.5 million in financial aid to students each year. As a result, the quality of BC’s instruction, the benefit of our alumni network, and the impact a BC degree will have on your employment options is both affordable and invaluable. Here’s why:
This program consists of 10 courses and practicum, for a total of 30 credits.
Full time students will typically complete the program in 2 years.
Students can begin the program only in the Fall semester
Teaching Bilingual Students (Elementary) or EDUC6347 Teaching Bilingual Students (Secondary)
Deals with the practical aspects of the instruction of teaching English Language Learners in Sheltered English Immersion, and mainstream classrooms. Reviews and applies literacy and content area instructional approaches.
Literacy and Assessment in Secondary School
Explores first and second language and literacy development of children raised bilingually as well as students acquiring a second language during pre-school, elementary, or secondary school years. Also addresses theories of first and second language acquisition, literacy development in the second language, and factors affecting second language and literacy learning.
Teaching Language Arts
Examines the development of written and spoken language and methods of instruction for oral and written language from the preschool years through early adolescence. Students learn strategies for identifying children's areas of strength and weakness and to plan instruction.
|EDUC6592||Foundation of Language and Literacy Development
Provides students with a comprehensive overview of major theories and research in language and literacy including theories of instruction. Emphasis is placed on major reports on literacy instruction as well as critiques of those reports.
Assessment and Instruction of Students with Reading Difficulty
Examines the methods and materials related to formal and informal assessment, analysis, and interpretation of the results of assessment and instructional techniques for students with a range of reading difficulties (K-12). Focus is on the needs of students from varied populations.
This course explores the influences, appeal, and impact of children's literature. Students will be expected to develop and apply criteria to evaluate the value of using children's literature in different contexts. Critical questions will be explored in relation to children's literature.
Graduate Inquiry Seminar I
The course will coincide with the pre-practicum experience. It is designed to introduce teacher candidates to inquiry as stance and the skills necessary to conduct classroom-based research that leads to pupil achievement and teaching for social justice.
Graduate Inquiry Seminar II
The primary goal of this capstone seminar is to initiate teacher candidates into the practice of teacher research or collaborative inquiry for action. Collaborative Inquiry for Action is an ongoing, collaborative process of systematic and self-critical inquiry by educators about their own schools and classrooms in order to increase teachers' knowledge, improve students' learning, and contribute to social justice.
Specialist License Practicum/Clinical Experience
A semester-long, full-time clinical experience for advanced level students working in schools in a professional role. Covers the following graduate licensure programs: Reading, Moderate Special Needs, and Intense Special Needs.
|EDUC8100||Master’s Comprehensive Examination||0|
Assistant Principal of Academics
Fourth Grade Teacher
Sixth Grade Teacher
High School History Teacher
Director of Exhibits
Court Procedures Attorney
First Grade Teacher
Special Education Teacher
School Principal and ELL Coordinator
Career paths chosen by previous graduates of the TESpECI Department.
In addition to your academic history and relevant work experience, please include:
In 1,000-1,500 words, describe your academic and professional goals, any experience relevant to this program, and your future plans, expectations, and aspirations.
Two letters of recommendation from academic sources are required, but applicants with significant relevant professional experience may submit additional letters of reference from supervisors.
Official transcripts, bearing the official seal of the institution and the signature of the registrar or relevant administrator, are required for all post-secondary education. Undergraduate transcripts are required and graduate level transcripts are accepted, but not required. Official transcripts are only required after acceptance and that unofficial copies are acceptable to be uploaded in the application.
Boston College, Lynch School of Education
Data Processing Center
P.O. Box 8027
Portsmouth, NH 03802
Boston College, Lynch School of Education
Office of Graduate Admission, Financial Aid, and Student Services
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
An unofficial score report may be uploaded to your online Application Form; however, an official score report – sent directly from ETS – must also be submitted upon acceptance/matriculation.
This program requires all applicants to have taken the GRE in a maximum of 5 years prior to application being submitted, regardless of previous academic coursework, previous degrees/credentials earned, and/or professional experience. No exceptions will be made.
The MAT, LSAT, and GMAT may also be substituted for the GRE if applying to a dual degree program.
For more information about the GRE exam, including test dates and testing sites, visit https://www.ets.org/gre.
Lynch School of Education GRE Code: 3218
An international applicant is defined as any person that requires a student visa in order to study in the United States. International applicants are eligible to apply to any graduate program in The Lynch School, provided they have successfully completed the equivalent of a United States bachelor degree and have the appropriate diplomas and/or satisfactory results on transcripts or leaving examinations from the country in which the degree was earned. International applicants must complete all program-specific application requirements as well as additional requirements outlined below.
Applicants that have completed a degree outside of the United States must have a course-by-course evaluation of their transcript(s) completed by an evaluation company approved by the National Association of Credential Evaluation Services (NACES). Click HERE for a complete list of NACES-approved evaluators. Submission of falsified documents is grounds for denial of admission or dismissal from the University.
All applicants whose primary language is not English (or for whom English is not one of their primary languages) are required to submit proof of satisfactory English proficiency. At this time, the only acceptable forms of proof for English proficiency are the TOEFL and IELTS exams (certificates of completion from English-language schools are not currently accepted). Below are the minimum scores required.
TOEFL iBT = 100 minimum
IELTS – 7.0 minimum
An official score report must be sent directly from Educational Testing Services (TOEFL). TOEFL School Code: 3240.
Applicants that meet either of the criteria below do not need to submit proof of English proficiency.
Applicants who completed an undergraduate OR graduate degree from a regionally-accredited institution within the United States
Applicants who completed an undergraduate OR graduate degree at an institution outside of the United States where the language of instruction was English
The Lynch School offers Conditional Acceptance to applicants that fulfill all academic requirements for admission to and are accepted to the program, but whose level of English proficiency does not meet the minimum requirements. In these cases, admitted students will be granted conditional admission, but will have to retake the TOEFL or IELTS exam and submit an official score report that shows the minimum score has been met no later than six weeks prior to the start of the semester in which the student’s program will begin. If a student with conditional admission does not submit a passing TOEFL or IELTS score within the allotted time frame, he/she will be granted a deferral to start in a future semester, no later than one year from the original start term. Due to this policy, we strongly encourage international applicants to apply as early as possible in order to ensure that these conditions can be met.