Master of Education (M.Ed.) in Elementary Education

Master of Education (M.Ed.) in Elementary Education

The Elementary Education program is designed for students who wish to teach in grades 1-6. 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.

At a Glance

Number of courses

13 courses and practicum, for a total of 37 credits.

Program length

1 academic year plus 2 summer sessions (full time); 2-3 years (part time).

Start dates

Spring, summer, or fall semesters.


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.


  • Courses: 13
  • Credits: 37
  • Practicum


CourseCourse TitleCredit

Applied Child 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.


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.


Social Students and the Arts: Teaching, Learning, and Curriculum in the Elementary School

This course is designed to help students examine historical interpretation with critical analysis through history and the arts. It explores different areas of content and instructional methods directly related to Massachusetts Curriculum Frameworks in social studies, literature, and the arts.


Teaching Reading

This course is designed to offer preservice teachers theoretical and practical knowledge and experience into teaching literacy to elementary age students. Emphasis will be placed on the social, political, and cultural context of reading instruction. Students will gain understanding of major theoretical perspectives on literacy development and the myriad strategies for teaching reading in a variety of contexts. Students will also be expected to spend time in a context where they can gain experiences in providing reading instruction in a relevant and productive way.


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 About the Natural World

This course is designed to increase confidence, enthusiasm, and knowledge for teaching elementary science. Science can be an essential part of an elementary classroom not only to achieve key science learning goals, but also as a means to engage and motivate students as well as support literacy and mathematics learning. An overarching focus of the course is on the idea that science is a "practice" that includes specific ways of reasoning, communicating, and acting. The course is also designed in partnership with the afterschool program at Gardner Pilot Academy in BPS. For eight weeks during the course, undergraduates will work with elementary students to teach them science and to reflect on how to design more effective science lessons.



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


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.

CourseCourse TitleCredit

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 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.


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.


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 ( 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 for more information. Department permission required after August/December 15.

CourseCourse TitleCredit

Master's Comprehensive Exam

Students in the Elementary Education Master's Program complete work in Graduate Inquiry Seminar II during their Full Practicum Experience that comprises their Comprehensive Exam. There is no additional written exam in this program.


Student Teaching

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

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


Designed to meet the Massachusetts Department of Elementary and Secondary Education's (DESE) requirements for endorsement from Boston College, leading to licensure.

Variety of Settings

Experience a range of urban and suburban public, private, parochial, and charter schools in Greater Boston




  • 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


  • 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

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. 


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.




Application & Deadlines

Apply Now

A non-refundable application fee of $75 is required. The fee is waived for select applicants.


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



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 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.

Requirements for International Students

Quick Links

Contact Us