EPC Policies related to Massachusetts Tests for Educator
Licensure ( MTEL)
EPC Policies related to MTEL:
- The Lynch School will not use the MTEL as an admissions criterion.
- The Lynch School will not use the MTEL as a criterion for admitting students
- The Lynch School will provide support to assist students in successfully
passing the MTEL (See list of procedures) EPC Procedures for Assisting Students
in Passing the MTEL Preamble: All Lynch School students who seek Massachusetts
state teaching certification must pass all required sections of the Massachusetts
Tests for Educator Licensure (MTEL). Students who seek certification in
school counseling and educational administration must pass the literacy
The following motions are advanced in order to help our students to pass
the test. They are in no way intended to endorse the test as an assessment
of teaching readiness.
- In conjunction with the Academic Development Center and informed by similar
programs elsewhere (SON, state colleges), a MTEL Committee will develop
a remediation program for students who failed one or more sections of MTEL.
The MTEL Committee will be composed of the Associate Dean, Assistant Dean
for Outreach, Director of the Practicum Office, Director of Graduate Admissions
and the Chair of the Teacher Education Department. The committee will also
develop an information packet that will be distributed to all relevant faculty
in order to encourage integration of MTEL issues into regular courses. In
addition the committee will oversee implementation of MTEL policies and
- The Assistant Dean for Students and Outreach and the Director of the
Practicum Office will provide MTEL test information sessions for students
each academic year.
- The Associate Dean will create a MTEL follow-up system to identify and
contact students who failed one or more sections of the test.
- It is strongly recommended that Lynch School students seeking teaching
certification do not take the entire MTEL in one sitting. Rather, students
should divide their test-taking into two sessions: one for the literacy
(reading and writing) and one for the content section of the test.
- It is strongly recommended that undergraduate students take the literacy
portion (reading and writing) of the MTEL by the end of the sophomore year.
- It is strongly recommended that undergraduate transfer students take
the literacy portion (reading and writing) of the test at the first possible
test date after admission to the Lynch School.
- It is strongly recommended that seniors take the subject matter portion
of the MTEL at the end of the student teaching semester. There may be exceptions
due to the sequencing of instruction in some content areas. Under these
circumstances, students may be advised to take the content test prior to
their senior year. Students should consult with the Assistant Dean's Office
about appropriate test timing for their subject areas.
- It is strongly recommended that graduate students take the literacy portion
(reading and writing) of the MTEL at the earliest possible test date after
admission to the Lynch School.
- It is strongly recommended that graduate students in teacher education
take the subject matter portion of the MTEL as soon as possible after completing
the literacy portion of the test, depending on the subject matter/grade
level area of certification. Students are advised to consult with the Assistant
Dean's Office about appropriate test timing for their subject areas.
- It is strongly recommended that graduate students specializing in early
childhood education, elementary education, and moderate special needs instruction
not take the reading methods portion of the test until after taking the
required education courses in the teaching of reading and language arts.
- It is strongly recommended that Boston College continue to pursue a statistical
model that relates precursor information to passing or failing the teacher