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 for additional certification:
- Certificate in Social Justice Leadership
- Certificate 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.
The Lynch School’s Office of Field Placement and Outreach may also be contacted for questions or additional information as can the Education Leadership & Higher Education department office:
Amy Ryan, Assistant Dean, Field Placement & Outreach
Boston College, Campion Hall 102
140 Commonwealth Avenue, Chestnut Hill, MA 02467
617-552-2218
amy.ryan.2@bc.edu
Gracie Trotman, Associate Director, Online Programs and Graduate Student Support
Boston College, Campion Hall 125
140 Commonwealth Avenue, Chestnut Hill, MA 02467
617-552-6091
gracie.taylor@bc.edu
For additional information regarding licensure, please review the Administrator Certification & Licensing page.
For students enrolled in an online program track, information on license eligibility by state can be found at Boston College’s Distance Education Policies website: Programs Leading to Professional Licensure.
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
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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 |
- Licensure students 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.
- 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 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 7712 | School Leadership for Emergent Bilinguals | 3 |
| ELHE | Education Policy Development | 3 |
| ELHE 7704 | Ethics and Equity in Education | 3 |
| ELHE 7707 | Leadership for Social Justice | 3 |
| ELHE 7609 | Law and Education Reform | 3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE | Reflection on Leadership Seminar | 3 |
Certificate in Educational Policy Development
The Certificate in Educational Policy Development equips current and aspiring leaders in schools and community-based organizations to leverage dramatic organizational change. Through a series of four 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 XXXX | 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 XXXX | Reflection on Leadership Seminar | 3 |
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 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.
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Roles
- Resident Director
- Education Attorney
- Communications & Outreach Coordinator
- Admission Counselor
- Career Consultant
- Policy Analyst
- Guidance Counselor
Organizations
- Merrimack College
- The Legal Aid Society
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- Fordham University
- University of Connecticut
- Kyung Hee University
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Apply
PrintApplication & Deadlines
A non-refundable application fee of $75 is waived for all 2022 entrance terms.
Deadlines
Fall
Resume
To be uploaded to your online Application Form.
In addition to your academic history and relevant 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 Form.
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
Identification of recommenders/instructions to recommenders are outlined in the online Application Form
Two letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice.
Transcripts
Unofficial transcripts will be accepted in lieu of official transcripts for the application review process. In the event that one is admitted into a program and enrolls, our office will need official transcripts prior to course registration. To expedite application processing times, our office encourages you to send unofficial transcripts electronically to our email address at GSOE@BC.EDU. Please note that unofficial transcripts must include all of the following items:
- Course titles and grades for each course
- Year and entry term for each of the courses listed
- Translated into English by certified translation agent (if not already in English)
- Original and translated transcripts must be provided
If you are able to secure official transcripts, please note the following:
- An official postsecondary transcript must be printed on official institutional paper and include at least one of the following: an institutional watermark, the registrar’s signature, or the registrar's seal.
- Copies and unofficial transcripts sent directly from applicants are not acceptable, the transcript must come directly from the institution.
- If you are a current student and have not completed your undergraduate and/or graduate degree, the most updated version of your transcript is acceptable.
Official electronic transcripts are accepted when sent directly to gsoe@bc.edu from the institution. When requesting electronic transcripts, you must manually type in gsoe@bc.edu to ensure it is received by our office.
Mailed transcript(s) should be sent to the following address:
Lynch Office of Graduate Admissions, Boston College
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
Standardized Tests
You may submit GRE scores, but applicants are not required to do so.
For more information about the GRE exam, including test dates and testing sites, visit https://www.ets.org/gre.
Lynch School of Education and Human Development GRE Code: 3218
FAQ
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.
International Students
International applicants are encouraged to apply to the Lynch School of Education and Human Development.
Quick Links
Contact Us
gsoe@bc.edu
617-552-4214