Master of Education (M.Ed.) in Educational Leadership & Policy
Master of Education (M.Ed.) in Educational Leadership & Policy
This program will prepare students for leadership roles in schools and districts across sectors (public, private, parochial, charter, etc.) and geographic regions as well as those who aspire to educational leadership roles in policy or advocacy positions in educational foundations or community-based organizations.
The Master of Education in Educational Leadership and Policy addresses leadership challenges through a comprehensive and agile course of study, centered on standards-based reform, technological advances, and evidence-based practices.
Within the M.Ed. in Educational Leadership and Policy, there are multiple pathways:
- Concentration in Social Justice Leadership
- Concentration in Educational Policy Development
- School Principal Licensure*
*School Principal Licensure is currently only available for students who reside in MA.
The program concludes with a reflection seminar where students examine learnings and experiences.
The dynamic faculty of the Lynch School of Education and Human Development are committed teachers and leading scholars.
Graduates from the Educational Leadership and Policy program at the Lynch School will learn to:
- Practice critical self-reflection and discernment
- Foster an ethical, mission-driven school or educational environment/organization
- Create structures that advance organizational and professional learning
- Observe, assess, and support effective teaching and instructional practices
- Advance equity and agency across multiple constituencies
The M.Ed. in Educational Leadership & Policy is a program approved and monitored by the Department of Elementary and Secondary Education in Massachusetts (DESE). Formal learning outcomes were developed by the DESE and apply to all students, whether or not they are seeking licensure. School leaders promote the learning and growth of all students and staff success through the following:
Instructional Leadership:
- Cultivate a shared vision
- Make effective teaching and learning the central focus
Management and Operations:
- Ensure a safe, efficient, and effective learning environment
- Use resources to implement appropriate curriculum, staffing, and scheduling
Family and Community Engagement:
- Build partnerships with families, community organizations, and other stakeholders that support the mission of the school and district
Professional Culture
- Nurture and sustain a school culture of reflective practice, high expectations, and continuous learning for staff
Your Future Starts Here
Introduce Yourself
Loading...
Online Program Webinars
-
Prepare for leadership:
Ideal applicants include:
School policy developers and evaluators
Teachers looking to make an impact
Individuals interested in making teaching effective and learning the central focus of schools/districts
School policy developers and evaluators
Educators committed to leadership, advocacy, and partnerships
At a Glance
Contact Us
Curriculum
Our graduates will apply social justice values and leadership strategies to shape the organizational culture and processes among the professionals (teachers/administrators), community leaders, and parents and families to improve student development.
Requirements
- Courses: 10
- Credits: 30
The Educational Leadership program offers four pathways to a Master's Degree.
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7701 | Introduction to Educational Leadership and Change Brings a foundational focus to the work of educational administration, centering on the core work of teaching and learning and exploring how that central work is supported by the cultural, technical, political, and ethical systems of the school. |
3 |
| ELHE 7726 | Organizational Theory and Learning Rather than focusing on traits of the individual leader, this course focuses on the dimensions of organizations and teams that both facilitate and complicate leadership. Examples include managing conflict, developing a shared vision, and differentiating between technical and adaptive change. |
3 |
| ELHE 7727 | Family and Community Engagement This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations. |
3 |
| ELHE 7708 | Instructional Leadership Introduces students to many of the contested issues in the field of supervision, such as the relationship between supervision and teacher development, teacher empowerment, teacher alienation, learning theories, school effectiveness, school restructuring, curriculum development, and scientific management. |
3 |
| ELHE 7711 | Using Data and Evidence for School Improvement This course prepares leaders to manage initiatives around continuous improvement and data-informed inquiry. On one hand, students will develop basic research skills that will contribute to evidence-based school improvement, including action research. On the other hand, students will explore the landscape of supports and barriers to using data and other evidence effectively in schools. |
3 |
| ELHE 7103 | Educational Law and Public Policy This course addresses the political and legal aspects of the role of education in our democratic society. Provides an introductory survey of public policy issues and laws governing preschool, elementary, secondary, and higher education. |
3 |
| ELHE 7756 | Reflection on Leadership Seminar The primary purpose of the Reflection on Leadership Seminar is for students to synthesize their learning across their course of studies and prepare to apply this as they continue on their career and vocational journey. The course will be conducted in a seminar format, with students sharing in the leadership of the course discussions and activities. Students will: describe how they have experienced the signature pedagogies across their program of study; provide clear evidence of their level of mastery of the key behaviors for educational leadership; articulate how they envision continuing to grow and innovate as a research-informed practitioner. |
3 |
Students must choose 3 electives from the following:
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7505 | Transforming the Field of Catholic Education | 3 |
| ELHE 7704 | Ethics and Equity in Education | 3 |
| ELHE 7707 | Leadership in Social Justice | 3 |
| ELHE 7702 | Educational Policy in Practice | 3 |
| ELHE 7705 | Education Policy Analysis | 3 |
| ELHE 7712 | School Leadership for Emergent Bilinguals | 3 |
| Course | Course Title | Credits |
|---|---|---|
| ELHE 8100 | Comprehensive Exam | 0 |
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 an endorsement from Boston College for licensure in Massachusetts.
- Students seeking Massachusetts principal licensure take a 6 credit practicum across three semesters and SEI endorsement for school leaders for a total program of study of 30 credits. As part of this program, each student completes a 500-hour substantive practicum across 3 semesters, and prepares a portfolio aligned with the state leadership indicators. The practicum must occur within the state of Massachusetts. For more information about educator licensure, including if you are seeking licensure in another state, please visit the Licensure Disclosure page.
- To be licensed in this area, the student must possess an Initial License as a teacher in Massachusetts or in a state with which Massachusetts has a reciprocal agreement, and have taught for at least three years by the time they apply for licensure.
- All students seeking licensure in Massachusetts must pass the Massachusetts Performance Assessment for Leadership (MA-PAL). The University will advise unlicensed private school teachers who are seeking state licensure in the administration of this requirement.
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7701 | Introduction to Educational Leadership and Change Brings a foundational focus to the work of educational administration, centering on the core work of teaching and learning and exploring how that central work is supported by the cultural, technical, political, and ethical systems of the school. |
3 |
| ELHE 7726 | Organizational Theory and Learning Rather than focusing on traits of the individual leader, this course focuses on the dimensions of organizations and teams that both facilitate and complicate leadership. Examples include managing conflict, developing a shared vision, and differentiating between technical and adaptive change. |
3 |
| ELHE 7727 | Family and Community Engagement This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations. |
3 |
| ELHE 7708 | Instructional Leadership Introduces students to many of the contested issues in the field of supervision, such as the relationship between supervision and teacher development, teacher empowerment, teacher alienation, learning theories, school effectiveness, school restructuring, curriculum development, and scientific management. |
3 |
| ELHE 7711 | Using Data and Evidence for School Improvement This course prepares leaders to manage initiatives around continuous improvement and data-informed inquiry. On one hand, students will develop basic research skills that will contribute to evidence-based school improvement, including action research. On the other hand, students will explore the landscape of supports and barriers to using data and other evidence effectively in schools. |
3 |
| ELHE 7103 | Educational Law and Public Policy This course addresses the political and legal aspects of the role of education in our democratic society. Provides an introductory survey of public policy issues and laws governing preschool, elementary, secondary, and higher education. |
3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7712 | School Leadership for Emergent Bilinguals | 3 |
ELHE 7952 |
Practicum in Principalship | 6 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7704 | Ethics and Equity in Education | 3 |
| ELHE 7702 | Educational Policy and Practice | 3 |
| ELHE 7707 | Leadership for Social Justice | 3 |
| ELHE 7505 | Transforming the field of Catholic Education | 3 |
| ELHE 7705 | Educational Policy Analysis | 3 |
| ELHE 8806 | Lynch Leadership Academy | 3 |
| EDUC 6589 | Teaching & Learning Strategies | 3 |
| EDUC 6590 | Universal Design for Learning | 3 |
| EDUC 9709 | Research on Teaching | 3 |
| EDUC 9729 | Contemporary Issue in Curriculum & Instruction | 3 |
Concentration in Educational Policy Development
The concentration in Educational Policy Development equips current and aspiring leaders in schools and community-based organizations to leverage dramatic organizational change. Through a series of three courses, participants develop a sophisticated appreciation of how policies shape the cultural norms and day-to-day practices at both a micro level (e.g., within institutions) and a macro level (e.g., within a school district, a city, or a state). The goal of the program is to help leaders develop their repertoire of skills to use policy levers to creatively and effectively advance organizational goals.
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7701 | Introduction to Educational Leadership and Change Brings a foundational focus to the work of educational administration, centering on the core work of teaching and learning and exploring how that central work is supported by the cultural, technical, political, and ethical systems of the school. |
3 |
| ELHE 7726 | Organizational Theory and Learning Rather than focusing on traits of the individual leader, this course focuses on the dimensions of organizations and teams that both facilitate and complicate leadership. Examples include managing conflict, developing a shared vision, and differentiating between technical and adaptive change. |
3 |
| ELHE 7727 | Family and Community Engagement This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations. |
3 |
| ELHE 7708 | Instructional Leadership Introduces students to many of the contested issues in the field of supervision, such as the relationship between supervision and teacher development, teacher empowerment, teacher alienation, learning theories, school effectiveness, school restructuring, curriculum development, and scientific management. |
3 |
| ELHE 7711 | Using Data and Evidence for School Improvement This course prepares leaders to manage initiatives around continuous improvement and data-informed inquiry. On one hand, students will develop basic research skills that will contribute to evidence-based school improvement, including action research. On the other hand, students will explore the landscape of supports and barriers to using data and other evidence effectively in schools. |
3 |
| ELHE 7103 | Educational Law and Public Policy This course addresses the political and legal aspects of the role of education in our democratic society. Provides an introductory survey of public policy issues and laws governing preschool, elementary, secondary, and higher education. |
3 |
Two required courses
| Course | Course Title | Credit |
|---|---|---|
| ELHE | Educational Policy Development |
3 |
| ELHE 7609 | Law and Educational Reform | 3 |
Choose 1 of these courses
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7707 | Leadership for Social Justice | 3 |
| ELHE 7712 | School Leadership for Emergent Bilinguals | 3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE | Reflection on Leadership Seminar | 3 |
Practice critical self-reflection and discernment
Foster an ethical, mission-driven school or educational environment/organization
Create structures that advance organizational and professional learning
Observe, assess, and support effective teaching and instructional practices
Advance equity and agency across multiple constituencies
Explore the outcomes below to learn about the career destinations of our recent alumni
including graduates of the Class of 2020 and 2021.
Roles
- Program Support Coordinator
- Dean of New Faculty
- Director of Identity & Mission
- Professor at the School of Education
- Associate Director of Admission
- Language Specialist
- Director of Campus Ministry
- Kindergarten Teacher
- Master Teacher
- Corporate Banking Trainee
Organizations
- Chamberlain International School
- Thayer Academy
- The Derryfield School
- Bridge Boston
- Newton Country Day School of the Sacred Heart
- Trinity Catholic Academy
- Colby College
- Match Education
- WSFS Bank
- Boston College High School
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 $8.4 million in financial aid to students each year. As a result, the quality of Boston College’s instruction, the benefit of our alumni network, and the impact a Boston College degree will have on your employment options is both affordable and invaluable.
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.
Faculty
Fulfilling our social justice mission, our internationally recognized Educational Leadership and Higher Education faculty develop agents of cultural change—reflective practitioners committed to making schools more equitable. Our team integrates interdisciplinary theory with the most current evidence-based practices.
Apply
PrintApplication & Deadlines
Prerequisite Information:
- Bachelor's degree required
- 2+ years of professional experience in an educational setting is preferred
- A non-refundable application fee of $75 is currently waived.
Deadlines
Fall 2023:
- Priority Decision Deadline: April 25
- Preferred Decision Deadline: May 16
- Regular Decision Deadline: June 21
- Rolling Admissions Ends: July 18
Resume
To be uploaded to your online application.
In addition to your academic history and relevant work experience, please include any licenses currently held, any experiences related to global education or global citizenship, any language skills other than English, and any research experience or publications.
Please include educational experiences that occurred in Pre-K to 12th grade classrooms, after school programs, community-based programs, or adult education settings.
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
Submitting GRE test scores is optional for this program for the 2023 entry term(s). 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.
International Students
Fully online programs* do not support sponsorship of an F1 visa for 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.
Requirements for International Students
*The Master of Education in Educational Leadership & Policy is a fully online program.
Application FAQs
How many courses are required for this program?
This program consists of 12 courses for a total of 30 credits.
How long does this program take to complete?
Most students complete this program within two years.
Do you offer graduate course credit transfer?
Up to six credits or two courses may be accepted as transfer credit. Potential transfer credits are reviewed after admission into the program.
How much does this program cost?
Read about tuition, fees, scholarships, and other funding opportunities on the tuition and aid webpage.
Do you offer financial aid?
The Lynch School is committed to helping students understand how affordable an excellent graduate education can be. We offer U.S. citizens and permanent residents access to U.S. federal financial aid and all students are considered for scholarship aid. Your application for admission serves as your scholarship application. To learn more, please visit our tuition and aid webpage.
Is the GRE required for admission to this program?
The GRE is accepted, but is not required.
Who can I contact if I have additional questions or wish to learn more about this program?
Our online graduate admissions team is here to help. For questions about this program or the application process, contact our online graduate admissions team by filling out the form here.
Quick Links
Contact Us
gsoe@bc.edu
617-552-4214