Master of Education (M.Ed.) in Secondary Education
Master of Education (M.Ed.) in Secondary Education
Our Secondary Education master of education (M.Ed.) program has the coursework and school-based practicum experiences to help you develop the skills you will need in your teaching practice. The program will provide you with an academic foundation that will lead to grades 8–12 licensure in STEM or 5-12 licensure in humanities (i.e., English and History).
At a Glance
“What I want my students to understand is that teaching is a critical and vital way to serve and value human dignity and justice. That’s the core of teaching, and teacher training. ”
Curriculum
The Secondary Education master's degree program leads to grades 8–12 licensure in STEM or grades 5-12 licensure in Humanities (i.e., English and History) in the Commonwealth of Massachusetts in one of the following fields: Biology, Chemistry, English, History, Mathematics, or Physics.
The program includes coursework in teaching methods, examining broad social features linked to formal education, content area electives, and school-based practicum courses with related inquiry seminars. Practicum experiences offer you opportunities to collaborate with fellow master’s students around issues of teaching and learning at practicum sites. To bolster your experience with English language learners in the classroom, you have the opportunity to obtain a Teaching English Language Learners (TELL) Certificate.
Requirements
- Courses: 9 or 12
- Practicum Courses: 4
- Credits: 37 or 46
- Comprehensive Exam
Master of Education (M.Ed.)
The 37-credit program is recommend for all students—regardless of licensure discipline—if you have a background in their content area. E.g., it was your undergraduate major. M.Ed. licensure areas include Biology, Chemistry, English, History, Mathematics, and Physics.
Required Courses (15 Credits)
All students will take each of the following five (5) courses.
| Course | Course Title | Credits |
|---|---|---|
| APSY7419 | Applied Adolescent Development This course is designed to provide students with an overview of the theoretical and empirical knowledge base concerning adolescent development. In particular, four broad areas will be considered: (1) psychological, biological, and cognitive transitions; (2) central developmental tasks of adolescence; (3) primary contextual influences; and (4) prevalent types of problematic functioning that emerge during adolescence. The overarching goals of the course are to provide a solid and broad understanding of how and why adolescents develop in the manner they do, and to extend this developmental understanding into research, application, and practice. | 3 |
EDUC7435 | Social Contexts of Education Examines the role of situational, school, community, peer, and family factors on the education of children. Participants in the course will strive to understand the effects of their own social context on their education, to develop strategies to help students understand their context, and to understand and contribute to what schools can do to improve teaching and learning and school culture for all students regardless of internal and external variables | 3 |
| EDUC7438 | Educating Learners with Disabilities This course focuses on the education of students with disabilities and other learners from culturally and linguistically diverse backgrounds. The goal of the course is to promote access to the general curriculum for all students through participation in standards-based reform. Universal Design for Learning (UDL) provides the theoretical framework for this course. Through an examination of historical milestones, landmark legislation, systems for classification, approaches to intervention, and the daily life experiences of diverse learners, students acquire knowledge about diversity and the resources, services, and supports available for creating a more just society through education. | 3 |
| EDUC7447 | Literacy and Assessment in Secondary School* This course is an advanced study of literacy processes and strategies for use with students, including multiple subjects and content areas, and those literacies used outside of school contexts. Participants will investigate and regard literacy as social practice, situated in particular contexts and accessible to particular participations. | 3 |
| EDUC6589 | Teaching Bilingual Students in Secondary Education* 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. Includes such other topics as history and legislation related to English Language Learners and bilingual education, and the influences of language and culture on students, instruction, curriculum, and assessment. There are two sections of this course: one for elementary and early childhood education majors and one for secondary education majors. | 3 |
* Required for an initial license in the state of Massachusetts. These courses must be completed for SEI Endorsement. Please contact the Field Placement Office (prac@bc.edu) for questions regarding SEI Endorsement.
Additional Core Course (3 Credits)
Students will choose one (1) of the following courses.
| Course | Course Title | Credits |
|---|---|---|
| EDUC6589 | Teaching and Learning Strategies Designed primarily for elementary and secondary education teacher candidates and practicing educators, this course helps them develop an initial repertoire of skills for teaching students with educational disabilities. The primary emphasis of this course is on the education of students with mild/moderate disabilities in inclusive classrooms. Participants will learn to develop comprehensive instructional plans fully inclusive of students with educational disabilities, utilize an IEP to guide instruction, develop accommodations and modifications appropriate to students and the curriculum, design individual, small, and large group instructions, and evaluate various service delivery options for educating students with special needs. | 3 |
| EDUC7621 | Bilingualism, Second Language and Literacy Development 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. Participants will assess the development of one aspect of language or language skill of a bilingual individual and draw implications for instruction, parent involvement, and policy. | 3 |
Subject Area Course (3 Credits)
Students will choose one (1) teaching methods class in their licensure discipline.
| Course | Course Title | Credits |
|---|---|---|
| EDUC6300 | Secondary and Middle School Science Methods Provides an active, instructional environment for science learning that enables each student to construct knowledge (skill, affective, and cognitive) that, in turn, allows them to be prepared to construct instructional environments meeting the needs of tomorrow's secondary and middle school students. Activities reflect on current research: reform movements of AAAS, NRC, NSTA, inclusive practices, interactions with experienced teachers, firsthand experience with instructional technology, and review and development of curriculum and related instructional materials. | 3 |
| EDUC6304 | Secondary and Middle School Mathematics Methods Develops knowledge, skills, and dispositions essential for competent understanding, development, and delivery of effective English Language Arts instruction in a diverse classroom. Addresses educational and literary theory, pedagogy, assessment, evaluation, content, curriculum, media literacy, and sensitivity to and respect for adolescents who come from a variety of cultures, abilities, interests, and needs. Provides knowledge of local, state, and national standards and strategies to help students reach those standards. Encourages risk-taking, experimentation, flexibility, application of theory, and innovation. Good teaching demands open-mindedness, critical reading, writing, and thinking, honest reflection, high expectations, ongoing revision, and commitment to social justice. | 3 |
| EDUC6301 | Secondary and Middle School History Methods Demonstrates methods for organizing instruction, using original sources, developing critical thinking, facilitating inquiry learning, integrating social studies, and evaluation. Students will design lessons and units, drawing on material from the Massachusetts state history standards and other sources. | 3 |
| EDUC6302 | Secondary and Middle School English Methods Develops knowledge, skills, and dispositions essential for competent understanding, development, and delivery of effective English Language Arts instruction in a diverse classroom. Addresses educational and literary theory, pedagogy, assessment, evaluation, content, curriculum, media literacy, and sensitivity to and respect for adolescents who come from a variety of cultures, abilities, interests, and needs. Provides knowledge of local, state, and national standards and strategies to help students reach those standards. Encourages risk-taking, experimentation, flexibility, application of theory, and innovation. Good teaching demands open-mindedness, critical reading, writing, and thinking, honest reflection, high expectations, ongoing revision, and commitment to social justice. | 3 |
| EDUC6303 | Secondary and Middle School Foreign Language Methods An introduction to foreign-language pedagogy and its basis in the theory of second-language acquisition, linguistic analysis, and psycholinguistic research. A discussion of language teaching and methods within the framework of those fields.The course offers reviews of the principal literature on second-language acquisition and linguistic theory but focuses on their practical application in the classroom. | 3 |
Electives Courses (6 Credits)
Students will select 2 electives (3 credits each) in their content area, with the help of their advisor.
Practicum Courses (10 Credits)
For the initial pre-practicum, candidates typically spend one day per week in a school setting with a mentor teacher. For the full practicum, candidates work full-time for 14 weeks in all aspects of classroom teaching working closely with a cooperating teacher and university supervisor.
| Course | Course Title | Credits |
|---|---|---|
| EDUC7431 | 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. The course is designed to help teacher candidates mediate the relationships of theory and practice, pose questions for inquiry, learn through reflection and discussion, learn from their students and colleagues, construct critical perspectives about teaching, learning, and schooling, and to improve teaching and learning. The second part of this sequence is 432 which is taken in conjunction with full-time student teaching (EDUC7420). | 1 |
| EDUC7429 | Graduate Pre-practicum This is a pre-practicum experience for students in graduate programs leading to certification. Placements are made in selected schools in the greater Boston area. Apply to the Office of Practicum Experiences and Teacher Induction during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Students who are accepted into a program after the deadlines are requested to submit the application upon notification. | 1 |
| EDUC7432 | 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. This final project will be presented at a roundtable presentation at the end of the semester and also satisfies the M.Ed., MAT, MST Comprehensive Examination in Education. | 2 |
| EDUC7420 | Graduate Full Practicum / Initial License A semester-long, full-time, five day a week practicum experience for graduate students in early childhood, elementary and secondary education. The course is designed to meet the Massachusetts Department of Elementary and Secondary Educations requirements for endorsement from Boston College. Students will be guided by a qualified school-based mentor (Supervising Practitioner) and a university-based mentor (Program Supervisor). In addition to registering for the course, students must complete the online application (https://bc-us.inplacesoftware.com/student) during the semester preceding the placement by April 15 for fall placements and December 1 for spring placements. Contact the Office of Field Placement and Partnership Outreach at prac@bc.edu for more information. Department permission required after August/December 15. | 6 |
Master's Comprehensive Exam (0 Credits)
| Course | Course Title | Credits |
|---|---|---|
| EDUC8100 | Master's Comprehensive Exam In order to ensure that all students graduating from the master's program have a fundamental understanding of the field which they are about to enter, they are required to take a written comprehensive examination covering the broad areas of the core courses. Fulfilled by Inquiry Seminar II. | 0 |
In the M.Ed. program in Secondary Education at Boston College, you will promote the learning and growth of all students through:
- 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 on-going basis, and continuously refining learning objectives
- Instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency
- Effective partnerships with families, caregivers, community members, and organizations
- Ethical, culturally proficient, skilled, and collaborative practice
- Critical reflection about personal practice through individual and collaborative inquiry in service of improving pupil academic, emotional, and social learning
Student Teaching
Professional experiences comprise early field experiences, referred to as pre-practicum placements, and an immersive, semester-long full practicum experience.
Pre-practicum
Graduate students complete a pre-practicum experience, which consists of one school day per week for 10 weeks.
Full Practicum
Full practicum experience is five days each week in the classroom for the entire semester.
You are guided by a qualified school-based mentor and a university-based mentor
Accreditation
We are an approved teacher preparation program by the Massachusetts Department of Elementary and Secondary Education. Upon successful completion of the Lynch School of Education and Human Development's educator preparation program, students earn endorsement from Boston College for licensure in Massachusetts. For more information about educator licensure, including if you are seeking licensure in another state, please visit the licensure disclosure page.
Financial Aid
Education should level the playing field. We feel the same way about financial aid.
The Lynch School of Education and Human Development provides more than $11.4 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.
Roles
- 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
- Mathematics Instructor
- School Principal & ELL Coordinator
Organizations
- St. John's Preparatory School
- Littleton Public Schools
- Papillion La Vista School District
- Concord-Carlisle Regional School District
- Museum of Science
- Goodwin Procter LLP
- Boston Public Schools
- Needham Public Schools
- Steppingstone Foundation
- North Attleborough Public Schools
Apply
PrintApplication & Deadlines
A non-refundable application fee of $75 is required. The fee is waived for select applicants.
Deadlines
Spring 2024
Priority Deadline - November 1
Rolling Admission - Until Dec 1
Summer 2024
Priority Deadline - January 4
Rolling Admission - Until April 5
Fall 2024
Priority Deadline - January 4
Rolling Admission - Until July 15
Résumé
To be uploaded to your online application.
In addition to your academic history and relevant volunteer and/or work experience, please include any licenses currently held, any social justice-related experience, any language skills other than English, and any research experience or publications.
Personal Statement
To be uploaded to your online application.
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.
Letters of Recommendation
Two letters of recommendation are required, with at least one preferably coming from an academic source. Applicants may submit one additional recommendation of their choice.
Transcripts
Transcripts from all college/university study are required.
Applicants who have received degrees from institutions outside the United States should view the "International Students" section for additional credential evaluation requirements.
Please begin your online application before submitting your transcripts. Details on how to submit transcripts and international credential evaluations can be found within the application. In order to ensure your transcript reaches our office, it is important to review and follow the instructions.
Standardized Tests
GRE scores are not required. If you wish to send GRE scores, the Lynch School GRE code is 3218.
Please view the "International Students" section for information on English Proficiency test requirements.
Writing Sample
Not required.
International Students
Applicants who 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). Submission of falsified documents is grounds for denial of admission or dismissal from the University.
Applicants who are not native speakers of English and who have not received a degree from an institution where English is the primary language of instruction must also submit a TOEFL or IELTS test result that meets the minimum score requirement.
Please click the link below for full details on these requirements.
Quick Links
Contact Us
gsoe@bc.edu
617-552-4214