Lynch School of Education and Human Development

Areas of Concentration

Programs and courses in Teacher Education are designed to prepare educators in the areas of elementary and secondary teaching, early childhood education, and special education. In addition, master’s programs are available in Curriculum and Instruction and Global Perspectives, along with a doctoral program in Curriculum and Instruction. Teacher preparation programs are designed for individuals interested in working in elementary and secondary schools, both public and private, as well as early childhood and special needs programs and facilities. The Lynch School prepares outstanding teachers in both theoretical and practical dimensions of instruction. The doctoral program in Curriculum and Instruction prepares students for college and university teaching, research positions, and/or school leadership positions.

Master’s candidates can include the Teaching English Language Learners (TELL). TELL prepares educators to teach bilingual learners in English-only classrooms, while the certificate requires students to complete EDUC7621 Bilingualism, Second Language and Literacy Development and EDUC6346 Teaching Bilingual Students, as well as requires students to work with English language learners in English-only or Dual-Language classrooms, respectively.

Licensure 

Endorsement of candidates for initial Massachusetts teaching licensure is a collaborative effort between the student’s Lynch School supervisor and cooperating teacher. The Lynch School offers graduate programs designed to prepare students for teaching licensure at the master’s and C.A.E.S. levels. A student seeking licensure must be admitted as a degree candidate. Programs are approved by the Interstate Certification Compact (ICC), allowing students easier access to licensure outside Massachusetts.

The following are licenses available from the state department of Massachusetts through completion of a Lynch School program:

• Early Childhood Teacher
• Elementary Teacher
• Secondary Education Teacher of English, Foreign Language, Mathematics, History, Physics, Chemistry, Biology, and Earth Science
• Specialist Teacher of Students with Moderate Support Needs (pre-K–8, 5–12)
• Specialist Teacher of Students with Extensive Support Needs (pre-K–12)
   

Note: Students who plan to seek licensure in states other than Massachusetts should check the licensure requirements in those states. Students seeking licensure in Massachusetts must pass the Massachusetts Tests for Educator Licensure (MTEL).

Practicum Experiences

Practicum experiences are an essential part of the curriculum in licensure programs and should be planned with the respective faculty advisor early in the student’s program. Practicum experiences for licensure in Teacher Education are offered at the Initial Licensure level for Massachusetts. Students seeking licensure in Massachusetts also must pass the Massachusetts Tests for Educator Licensure (MTEL).

All field experiences for students enrolled in Lynch School degree programs are arranged and approved through the Office of Field Placement and Partnership Outreach (Campion 102, 617-552-4206, prac@bc.edu).

The following are prerequisites for students who are applying for practica and clinical experiences:

• GPA of B or better (3.0 or above)
• Satisfactory completion of required pre-practica or waiver from the Assistant Dean, Field Placement
• Completion of 80 percent of the course work related to required Education courses, including methods courses in the content area and courses required for initial licensure
• Application in the Office of Field Placement and Partnership Outreach
   

A full practicum is characterized by the five professional standards as required by the Massachusetts Department of Education. Student teachers must demonstrate competence in these five standards during their practicum experience: plans curriculum and instruction, delivers effective instruction, manages classroom climate and operation, promotes equity, and meets professional responsibilities.

If, for any reason, a student is unable to complete the full practicum, an extended practicum (additional time in the field) will be required by arrangement of the Assistant Dean, Field Placement.

Placement sites for local field experiences are in Boston and neighboring areas. Students are responsible for providing their own transportation to and from these schools. Transportation to schools often requires that the student have a car; however, some schools are accessible by public transportation. Carpooling is encouraged. If transportation cannot be independently arranged, students will be given preference for locations that are accessible via public transportation.

Master of Education (M.Ed.) in Early Childhood Education

The master’s degree program in Early Childhood Education focuses on developmentally appropriate practices and critical thinking skills. This program is appropriate for students who wish to be prepared to teach children who are typically developing as well as children with moderate disabilities in a general education, pre-K–2 classroom. Students can enter the program without teaching licensure. The prerequisite for either program is a college degree with an Arts and Sciences major or equivalent. Students who have majored in other areas, such as business or engineering, should consult the Office of Graduate Admission, Financial Aid and Student Services.

At completion of the program, students will be able to demonstrate:

• The teacher candidate will promote the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing the student performance and growth data, using the data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.
• The teacher candidate will promote the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
• The teacher candidate will promote the learning and growth of all students through ethical, culturally proficient, skilled and collaborative practice.
• The teacher candidate will demonstrate an inquiry stance by collecting and reporting data on pupil outcomes for the purpose of assessing, teaching, and modifying instructional practice.
• The teacher candidate will identify policies and practices that contribute to systemic inequities in education and be aware of how his or her own background experiences are influenced by these systems, and recognize a professional responsibility to promote and practice principles of social justice teaching.

Master's Programs (M.Ed., M.A.T., M.S.T., and C.A.E.S.) in Secondary Education

Students in secondary education can pursue either a Master of Education (M.Ed.), a Master of Arts in Teaching (M.A.T.), or a Master of Science in Teaching (M.S.T.). These degree programs lead to (8–12) licensure in one of the following disciplines: Biology, Chemistry, Earth and Space Science, English, Foreign Language (Spanish or French), History, Mathematics, or Physics.

Upon completion of the program in Secondary Education graduates will be able to:

• The teacher candidate will promote the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an ongoing basis, and continuously refining learning objectives.
• The teacher candidate will promote the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
• The teacher candidate will promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
• The teacher candidate will promote the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
• The teacher candidate will promote an inquiry stance of critical reflection about personal practice through individual and collaborative inquiry in service of improving pupil academic, emotional, and social learning.
   

The prerequisite for the program is a bachelor’s degree with a liberal arts major in the field of desired licensure or an equivalent. Students who do not have the prerequisite courses must take discipline area courses before being admitted into a degree program. All prerequisite courses must be taken before taking the practicum. Check with the Office of Graduate Admission, Financial Aid, and Student Services (617-552-4214; gsoe@bc.edu) if you have questions.

In addition to required courses in the field of education, secondary education master’s degrees require a number of courses taken at the graduate level in the Morrissey College of Arts and Sciences department of specialization. M.Ed. students take a minimum of two graduate courses, and M.A.T./M.S.T. students take five graduate courses in their disciplinary area. Courses of study are carefully planned with a faculty advisor. All of the master’s programs leading to licensure in secondary education include practicum experiences in addition to coursework. M.A.T./M.S.T. applicants file only one application to the Lynch School. All Lynch School admissions requests should be addressed to Boston College, The Office of Graduate Admission, Financial Aid, and Student Services, Lynch School of Education and Human Development, Campion Hall 135, 140 Commonwealth Avenue, Chestnut Hill, MA 02467-3813, telephone 617-552-4214, or e-mail gsoe@bc.edu.

Master of Education (M.Ed./C.A.E.S.) in Curriculum and Instruction

The master’s degree program in Curriculum and Instruction consists of a planned program with a minimum of 30 graduate credit hours. Four courses in Curriculum and Instruction are required. Programs of study are planned in consultation with a faculty advisor to meet each candidate’s career goals and needs. A variety of areas of concentration are available for students to select.

This degree program does not lead to licensure, nor are students in this program eligible to apply for supervised practicum experiences. This program is for:

• U.S. students who already possess an initial license and want to enhance learning further in their area of licensure;
• International students who wish to engage with foundational and leading edge thinking and thinkers on curriculum, pedagogy, and educational reform;
• All candidates who want to explore new areas of interest such as policy, teacher leadership, teaching English Language Learners, universal design for learning, assessment, and special education;
• Students interested in Curriculum Design and Instructional Design;
• Private school educators, Boston College students enrolled in the fifth-year program, and educators from areas such as publishing, curriculum design, and museum education;
• Classroom teachers who wish to become educational leaders in their schools and districts.
   

At the completion of the program, students will be able to:

• Develop and clarify their philosophy of education, in particular, their beliefs regarding the purposes and processes of effective curricular organization;
• Become familiar with different ways to conceptualize a school curriculum and with major curriculum designers, both past and present;
• Assess their own experiences with educational and curricular change as a means to gain greater insight into educational and institutional change processes writ large;
• Examine approaches to multicultural education, anti-racist education, and inclusion that aim to transform the curriculum;
• Explore the tensions and possibilities that face teachers day-in and day-out in the current social and political context;
• Learn alternative strategies for assessment that provide multiple and authentic measures of student learning;
• Analyze existing curricula in terms of various philosophical orientations;
• Examine implications and applications of learning theories as drawn from teachers in elementary and secondary schools as well as from professionals working in higher education and contexts outside of formal schooling;
• Consider how school curricula and pedagogical practices can be structured to promote social justice and democratic citizenship.

Special Education Licensure Programs

Master of Education (M.Ed./C.A.E.S.) in Special Education in Moderate Support Needs, Grades Pre-K–8 and Grades 5–12

This program prepares teachers to work with students with mild to moderate disabilities (also known as high incidence disabilities) such as: attention deficit/hyperactivity disorder, specific learning disability, emotional and behavioral disorders, and mild developmental disabilities—including autism spectrum disorders. Based on the program option they select, students will learn about assessment and instructional practices at the elementary or secondary schooling levels, consistent with teacher licensure options in Massachusetts and many other states.

The goal of the program is to prepare teachers to work in a variety of roles including: lead teacher, special education teacher, and learning specialist, as well as to collaborate with general education regular teachers and educators, other services providers and parents. The program leads to initial licensure. Students who have not earned general education licensure will be required to take additional courses. At completion of the program, students will be able to demonstrate:

• How to develop learning goals and experiences responsive to the developmental and learning needs of students with special needs, including ways that are responsive to language, cultural, and family backgrounds;
• How to work collaboratively with students and professional colleagues in a variety of instructional settings;
• How to plan individually-appropriate curriculum through the IEP as well as in inclusive classroom settings;
• How to use formal and informal assessments to plan instruction for pupils in ways that reduce bias and to monitor learning progress;
• How to use evidence-based practices to advance the learning of students with disabilities. Practices will include uses of technology and augmentative and alternative communication;
• How to plan for and work with students and colleagues for successful transition preparation;
• How to use ethical and professional practices that respond to language, cultural, and familial diversity.
   

Applicants who have completed a regular education preparation program can enter directly into the program. Applicants with no previous regular education preparation program must apply for both regular and special education programs. For this reason, students become licensed in regular and special education. Financial aid is available in the form of paid internship experiences in local school systems and in some private schools.

Master of Education (M.Ed./C.A.E.S.) in Special Education for Extensive Support Needs, Pre-K–12

The Boston College program in Severe and Multiple Disabilities prepares teachers to work with students who have moderate to severe intellectual disability, autism, and additional disabilities (such as visual impairment, deafness, cerebral palsy, and medical conditions). The program leads to eligibility for the Massachusetts teaching license in Severe Disabilities. Additional specializations in deafblindness or autism are available. No prior teaching license is required for admission. The Program of Study includes two routes, one for those who already have a teaching license (in any area) and one for those who do not. The Severe and Multiple Disabilities Program is founded on close linkages between current research and best practices in teaching. Students may be enrolled on a full or part-time basis. At completion of the program, students will be able to demonstrate:

• How to teach to the strengths and needs of all students with severe disabilities, including those with additional sensory disabilities;
• How to implement evidence-based practices and best practices to apply when assessing and teaching children with severe and multiple disabilities;
• How to be fully competent in writing the appropriate sections of the Individualized Education Plan (IEP) and as a participant in associated meetings;
• How to select assessment instruments appropriate to each child and to conduct assessments to produce findings that support valued and meaningful instruction;
• How to engage parents in the planning and generalization of their child’s educational program;
• How to plan, implement, and evaluate comprehensive communication systems in collaboration with others;
• How to teach content from the general curriculum as well as functional academics, skills of daily living, prevocational and vocational skills, play and social-emotional competencies to address the needs of the whole child;
• How to keep meaningful data on student learning and behavior and to make data-based decisions;
• How to create learning environments that promote engagement and learning;
• How to promote the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
   

For those students employed in approved Intensive Special Needs programs, practicum requirements are individualized and may be completed within the work setting. The program of study expands on and builds upon a prerequisite education foundation through the development of competencies that are research and field-based and consistent with the highest professional standards of the field.

Dual Licensure Programs in Special Education

• M.Ed. in Elementary Education and Extensive Support Needs
• M.Ed. in Elementary Education and Moderate Support Needs
• M.Ed. in Moderate and Extensive Support Needs
• M.Ed. in Secondary Education and Moderate Support Needs

Master of Education (M.Ed.) in Global Perspectives: Teaching, Curriculum, and Learning Environments

This program is for teachers who see how the world is changing. They believe deeply in the mission and potential of equitable education and want to be able to prepare their students for the future. The program will explore educational viewpoints across a wide range of cultures and countries. Based on these perspectives, graduates will learn how to design effective curriculum to serve diverse and increasingly globalized student populations and improve the common good. Through conducting a problem-solving form of research involving one or more cycles of actions and reflection—drawing both on international research perspectives and generating solutions in local contexts—graduates will develop valuable collaborative action research skills. The program welcomes the participation of individuals or teams of educators ready to collaborate. Teachers and other educational professionals with a bachelor’s degree and two or more years of professional experience in schools and other educational related settings preferred. The program can be completed totally online. Graduates from the Global Perspectives program will learn to:

• Develop self-knowledge, meaning, and a sense of purpose as an educator;
• Create effective learning environments (through curriculum design and instructional practice) that reflect an increasingly globalized student population;
• Identify, pose, and solve education problems, and assess opportunities;
• Apply action research studies in response to authentic problems encountered in a variety of educational settings;
• Contribute to and access a robust collaborative network of educators working to address today's educational challenges.

Teaching English Language Learners (TELL) Certificate Program

For Candidates in a Licensure Program

All students who successfully complete a teacher licensure program in the Lynch School will earn the required Massachusetts Sheltered English Immersion (SEI) Endorsement. This SEI endorsement meets state regulations for working with bilingual learners/English language learners as a core academic teacher in Massachusetts. In addition, however, Lynch offers the option of the Teaching English Language Learners (TELL) Certificate Program, a deeper and more extensive preparation for working with bilingual learners/English Language Learners. For candidates in a licensure program, this entails adding one course: EDUC7621 Bilingualism, Second Language and Literacy Development for graduates. All TELL certificate program participants are strongly encouraged to work with ELLs in their full practicum sites.

For Candidates in a Non-Licensure Program

Students who are not enrolled in a teaching licensure program may also complete the TELL certificate program. These students complete EDUC7621 Bilingualism, Second Language and Literacy Development as well as EDUC6346 Teaching Bilingual Students and are required to work with English language learners in an instructional setting. The TELL certificate program for students who are not enrolled in a licensure program is ideal for candidates seeking to work with English language learners abroad or in contexts in the United States where Massachusetts SEI Teacher Endorsement is not required. For more information please contact Dr. Mariela Paez, paezma@bc.edu or Dr. Anne Homza, anne.homza@bc.edu.

Donovan Urban Teaching Scholars Program

The Donovan Urban Teaching Scholars program is open to master’s students specifically interested in urban teaching. To qualify for the program, students must be accepted into one of the Master of Education licensure programs in teaching listed above. All Donovan Scholars must complete a teacher education program in Early Childhood, Elementary, Secondary, or Moderate Special Needs. A cohort of 30 students is selected each year from students applying to an M.Ed. teacher licensure program and financially supported from the Donovan Scholars program, which provides a minimum of 50% tuition remission.

Doctor of Philosophy (Ph.D.) in Curriculum and Instruction

The doctoral program in Curriculum and Instruction is for people who hold, or plan to assume, leadership positions in curriculum, instruction, and teacher education in schools, school systems, or other related instructional environments. It is also designed for candidates who are preparing for a career in curriculum and instruction or teacher education at the college, university, or staff development level.

Courses and related program experiences are designed to develop scholarly methods of inquiry in teaching, teacher education, curriculum development and evaluation, and professional development. There is a complementary emphasis on designing and researching effective instruction. Students who plan to work in school settings may pursue programs that will help them develop expertise in several areas of instruction such as mathematics, literacy, technology, science, history, or combinations thereof. Students who plan to work at the post-secondary level may pursue specialties in curriculum or teacher preparation in a specific subject area.

The program of study requires a research core that will familiarize students with quantitative and qualitative research methodology and develop the candidate’s expertise for analyzing and conducting research. Also required are advanced-level core courses in curriculum and teaching theory, research, and practice.

Upon graduation, Ph.D. students in our program should be able to:

• Students will demonstrate knowledge of effective practices regarding college-level teaching and/or professional development with in-service teachers.
• Students will demonstrate the ability to conduct original, empirical and/or conceptual research related to topics in curriculum and instruction.
• Students will participate in regional, national and/or international conferences in the broad areas of curriculum and instruction.
• Students will learn how to create an academic paper at the “publishable” level of quality on a topic related to the student’s area of specialization within the broad field of curriculum and instruction.
   

Programs of study are carefully planned on an individual basis to help candidates meet their goals related to scholarship, professional, and career paths. Throughout their doctoral programs, candidates work closely with faculty in research and teaching activities related to one of four areas of specialization: Language, Literacy, and Culture; Critical Perspectives on Schooling: Race, Class, Gender, Disabilities Specialization; Leadership, Policy, and Educational Change; and Math, Science, and Technology.

Master of Arts (M.A.) in Learning Engineering

Interdisciplinary and experiential, this one-year, full-time program prepares you to design engaging and effective learning experiences that are informed by the learning sciences and incorporate cutting-edge technologies.

Learning engineering is the systematic application of principles and methods from the learning sciences to support and better understand learners and learning. The discipline leverages human-centered design approaches to iteratively develop and improve design solutions that address specific learning needs and opportunities—often using technology.

The program is built around a well-facilitated and increasingly challenging experiential core. Three-credit courses and one-credit modules emphasize the knowledge and skills needed to develop design and leadership capabilities and improve understanding of learning. Our program is designed as a cognitive apprenticeship in which you participate as an active member of a knowledge-building community with teachers, mentors, and peers.

• Hands-on learning through a design studio every semester, opportunities to shadow groups engaged in designing for learners, and internships with local organizations.
• Classes and modules designed specifically to support you as you learn what you need to thrive as a learning engineer. You’ll use what you learn in classes to guide the decisions you make while completing studio projects.
• Reflection—you will continuously reflect on your experiences and the design challenges you face, using those reflections to develop new insights. You’ll track your thinking, record and justify your decisions, continually identify what you learn, and synthesize across your experiences in the Reflective Seminars.

Throughout the program, you’ll develop the expertise and imagination to design learning experiences that dynamically engage learners’ interests, passions, and prior knowledge. You will also acquire interpersonal and leadership skills that will prepare you to thrive as leaders and collaborators.

• How people learn and what influences their engagement. You will be introduced to the theoretical foundations of how people learn, pedagogies and practices for fostering learning, and how to design and use technology to engage learners.
• Learner-centered design and designing for diversity. You’ll master design thinking, design decision-making practices, and how to use what you learn about learning to create engaging and effective designs that address learners in all of their complexity.
• Design for social justice and equity. Across classes, design studio experiences, and reflective activities, you will account for the full range of social, cultural, affective, and cognitive influences on access and learning. Promoting social justice is a pillar of both Boston College’s mission and the mission of the Lynch School of Education and Human Development.
• Leadership skills. Whether you are a team member or a team leader in your first position, you’ll learn valuable skills and knowledge you can use to influence your team, organization, or clients.

Doctor of Philosophy (Ph.D.) in Formative Education

Drawing faculty from the diverse disciplinary traditions of history and philosophy, anthropology and humanistic psychology, design thinking and the learning sciences, this program prepares future scholars and practitioners to examine the normative dimensions of formal and informal education, the development of the whole human being in sociocultural context, and the grand social challenges that now demand a fuller educational response.

The Ph.D. in Formative Education consists of 14 courses equal to 54 credits and includes an ongoing colloquium. Students with a master's degree are expected to complete the program in 4–5 years. Students without a master's degree are expected to complete the program in 5–7 years.