practicum experiences & teacher induction
The Lynch School of Education is consistently ranked among the top 25 graduate schools of education by US News and World Report. We are a leader in teacher preparation nationally and have been granted full accreditation by the Teacher Education Accreditation Council (TEAC). The Boston College teacher preparation programs are characterized by a strong commitment to excellence and equity, including:
- Highly selective admission standards at the undergraduate and graduate levels. (All undergraduates are admitted through the central undergraduate admission office of Boston College, where the average SAT score of incoming students this year is 2034, with 80% of students ranking in the top 10% of their high school class. In addition, all graduate applicants are carefully reviewed by the core graduate faculty in teacher education.
- Rigorous preparation in liberal arts and the academic content areas related to teaching. All undergraduate candidates complete the full Boston College core curriculum in Arts and Sciences. In addition to their major in education, all secondary education majors complete a second Arts and Sciences major in the content area of their certification, and elementary education majors complete a second major of their choosing. Lynch School students consistently obtain high grade point averages in their non-education coursework. The Lynch School admits students to its graduate programs based on a number of factors, including outstanding academic performance in an undergraduate major related to their content area.
- Strong preparation in the pedagogy and practice of teaching, including methods courses in the Lynch School related to specific content areas and rigorous clinical preparation and evaluation in public and private schools under the direction of highly qualified teachers. Undergraduate students complete three pre-practica and a full practicum in varied school settings, for a total of 675 hours. Graduate students complete 525 hours.
- Strong commitment to teaching for social justice and preparation in teaching ethnically and racially diverse students, English Language Learners, and students with special needs.
- Entry and retention in the field of teaching at a rate higher than the national average.