Learn to teach, challenge, and nurture a diverse range of Pre-K–2 students. The program stresses a humanistic approach to teaching that is both developmentally appropriate and intellectually challenging. It prepares the teacher to work with a diverse range of children by providing the teacher with knowledge about instructional practices, along with perspectives on children, schools, and society.
The program reflects close linkages between current research and best practices in teaching and learning through partnerships with the Boston College Children's Center (NAEYC accredited) and Saint Columbkille Partnership school.
Our curriculum prepares teachers to work with a diverse range of children by providing them with knowledge about instructional practices, along with perspectives on children, schools, and society.
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.
Mathematics and Technology: Teaching, Learning, and Curriculum
This course presents methods and materials useful in teaching mathematics to early childhood and elementary school children and the different ways in which technology can be used in the elementary school classroom. The course will consider the teaching of mathematics and the use of technology from both theoretical and practical perspectives.
Offers teacher candidates skills for teaching reading to school age children. Students will gain understanding of reading through a historical, political, theoretical, and practical lens. They will understand the delivery of instruction by learning a balanced approach to teaching reading. They will gain familiarity of how children learn to read by partaking in observations, assessments, and instruction with a school age child. Students will learn a variety of ways to meet the needs of linguistically and culturally diverse learners. They will recognize reading difficulties and learn ways to differentiate instruction for such readers.
Teaching Language Arts
Examines the development of written and spoken language and methods of instruction for oral and written language from the preschool years through early adolescence. Students learn strategies for identifying children's areas of strength and weakness and to plan instruction. Addresses the needs of children from non-English speaking homes. Expects students to spend at least 16 hours distributed across at least eight sessions in a classroom or other setting where they can work with one or more children.
Teaching Bilingual Students in Elementary 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.
Developmentally Appropriate Curriculum in Early Childhood
This course focuses on the development and implementation of curriculum in early education. The Massachusetts Guidelines for Preschool Learning Experiences and the national standards for developmentally appropriate practices will be utilized throughout the semester. This course will highlight each of the curriculum domains (language/literacy, mathematics, science and technology, social studies, health, and the arts) while demonstrating how to build an integrated curriculum in an early childhood classroom. The importance and value of play in the early years will be emphasized, and strategies will be shared to help teacher candidates document student learning.
Fundamentals of Early Childhood Education
Focuses on learning (including behavioral, cognitive, and information processing approaches), motivation, and social development, while incorporating the role of play in the learning and development of the young child. Examines individual differences and the effects of special needs on learning and development, as well as program implications.
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.
Partnering with Diverse Families and Communities in Early Childhood
This course is designed to help early childhood educators establish effective partnerships and reciprocal relationships with diverse families and communities. First, students will learn about models of family involvement and important family developmental processes in early childhood such as attachment, maternal responsiveness, and parenting styles. Second, we discuss important social, cultural, and linguistic characteristics which shape the life of families and children and are relevant for understanding diverse families. Third, we present strategies for supporting and working with diverse families through family, school, and community partnerships. At the end of this course, students will have developed an action plan for working with diverse families in early childhood settings including activities for: collecting and providing information, planning for family involvement in the classroom, establishing reciprocal relationships with families, and collaborating with communities.
Art and Music in Early Childhood Education
The main purpose of this course is to encourage early childhood educators to embrace the unique characteristics of young children's artistic and musical expression and appreciation of these experiences. By providing a foundational knowledge of young children's creative thinking and aesthetic development, the course will teach you how to apply effective pedagogical strategies in teaching art and music and how to integrate art and music across the early childhood curriculum. Students will learn how to bridge theory and practice through various readings, recorded lectures, and classroom examples. At the end of this course, you will be able to plan effective process-focused art and music lessons, use various materials and medium for artistic and musical expression, maximize the potential of your classroom resources, and use art and music to promote multiculturalism, diversity, and enhance family involvement.
Science Playing and Learning in Early Childhood Classroom
This course is designed to encourage and prepare early childhood educators for planning and implementing engaging and developmentally appropriate science learning experiences (Pre-K-2nd grade). An overarching focus of the course is instilling in students an appreciation for the wonder of science and the world around them. The course is divided into three science content areas: Earth and Space Sciences, Life Sciences, and Physical Sciences. Students will learn how to connect their teaching with new science, technology, and engineering standards. Through interactive activities and discussions including the review of video, science lessons, and research in science education, we will explore key elements and challenges of science teaching and provide a foundation for supporting science learning in the early childhood classroom.
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).
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.
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.
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 firstname.lastname@example.org for more information. Department permission required after August/December 15.
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.
Professional experiences comprise early field experiences, referred to as pre-practicum placements, and an immersive, semester-long full practicum experience.
Graduate students complete a pre-practicum experience, which consists of one school day per week for 10 weeks.
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
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.
The Lynch School of Education and Human Development provides more than $10.8 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.
A non-refundable application fee of $75 is required. The fee is waived for select applicants.
Priority Deadline - November 1
Rolling Admission - Until Dec 1
Priority Deadline - January 4
Rolling Admission - Until April 5
Priority Deadline - January 4
Rolling Admission - Until July 15
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.
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.
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 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.
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.
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.