The Master of Education (M.Ed.) program in Curriculum and Instruction is a 30 graduate credit hour program for students with teaching experience who wish to pursue new interests and extended study.
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.
This degree program does not lead to licensure, nor are students in this program eligible to apply for supervised practicum experiences.
Programs of study are planned and personalized in consultation with a faculty advisor to support and develop candidate's professional goals and progress towards completion. There are two required courses. In collaborating with their faculty advisor, program students select eight additional courses to construct a personalized and flexible pathway of study. Discipline and cross discipline focus areas may be selected. Several specializations and certificates are possible to include in the personalized program of study. All faculty in the Department work with students in the Curriculum and Instruction master's program, based on the interest areas of each student. With careful planning and advising, the program can be completed in one academic year and two summers.
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;
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 for a total of 30 credits.
Full time students will typically complete the program 1-1.5 years.
Students can begin the program in the fall, spring, and summer semesters.
Theories of Instruction
This provides an in-depth review of modern instructional models classified into selected families with regard to perception of knowledge, the learner, curriculum, instruction, and evaluation. Each student will be asked to survey models in his/her own field(s) and to select, describe, and defend a personal theory in light of today's educational settings based upon personal experiences, reflection on current research, and contemporary issues central to the education of all learners.
Curriculum Theories and Practice
Asks teachers to analyze the philosophical underpinnings of educational practices. Also asks teachers to examine their own philosophies of education and to construct meaning and practice from the interplay between their beliefs and alternative theories. Designed for individuals advanced in their professional development.
Assistant Principal of Academics
Fourth Grade Teacher
Sixth Grade Teacher
Director of Exhibits
Court Procedures Attorney
First Grade Teacher
High School History Teacher
Special Education Teacher
School Principal and ELL Coordinator
Career paths chosen by previous graduates of the TESpECI Department.
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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.
Undergraduate transcripts are required as part of the application process and graduate transcripts are accepted, but not required. Please note the following:
Transcripts must be mailed to the following address:
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
This program does not require the GRE or any other standardized test. If you wish to submit a score report, the Lynch School code is 3218.