Master of Education (M.Ed.) in Secondary Education and Moderate Support Needs
Master of Education (M.Ed.) in Secondary Education and Moderate Support Needs
Students in the Dual Program in Secondary Education and Moderate Support Needs can pursue a Master of Education (M.Ed.), if they possess a strong background in their content area. The goal of the program is to prepare teachers to work as either a secondary general educator or as a special educator or learning specialist who is able to collaborate with other educators and service providers, and parents.
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At a Glance
Curriculum
Students in this dual program will complete coursework to teach students with mild and moderate disabilities, such as attention deficit/hyperactivity disorder, specific learning disability, emotional and behavioral disorders, and mild developmental disabilities. In addition to required courses in the field of education, secondary education master's degrees require courses taken at the graduate level in the arts and sciences department of specialization. M.Ed. students take a minimum of two graduate courses in A&S, and M.A.T./M.S.T. students take five graduate courses in their content area. Students also complete coursework in Moderate Special Needs.
Requirements
- Courses: 20
- Credits: 61
- For TELL/TDLL: Add one course (3 credits)
- Comprehensive Exam
Courses
| Course | Course Title | Credit |
|---|---|---|
| APSY7419 | Applied Adolescent Development This course will help teachers understand principles of learning and cognitive, linguistic, social, and affective development as they apply to classroom practices. Students will focus on the acquisition of strategies that enable them to assess and understand how they and the adolescent they work with are constructors of meaning. This course is designed for individuals beginning their professional development in education who plan to work with adolescents. |
3 |
| EDUC7438 | 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. |
3 |
| EDUC7435 | 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. |
3 |
| EDUC7447 | Literacy and Assessment in Secondary Schools This course is an advanced study of literacy processes and strategies for use with students, including multiple subjects and content areas, and those literacies used outside of school contexts. Participants will investigate and regard literacy as social practice, situated in particular contexts and accessible to particular participations. |
3 |
| EDUC6300 EDUC6301 EDUC6302 EDUC6303 EDUC6304 |
One of the following: Secondary and Middle School Science Methods Secondary and Middle School History Methods Secondary and Middle School English Methods Secondary and Middle School Foreign Language Methods Secondary and Middle School Mathematics Methods |
3 |
| EDUC6347 | Teaching Bilingual Students (Secondary) 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. |
3 |
EDUC6589 EDUC7621 |
Teaching and Learning Strategies Inclusive Designed primarily for elementary and secondary education teacher candidates and practicing educators, this course helps them develop an initial repertoire of skills for teaching students with educational disabilities. The primary emphasis of this course is on the education of students with mild/moderate disabilities in inclusive classrooms. Participants will learn to develop comprehensive instructional plans fully inclusive of students with educational disabilities, utilize an IEP to guide instruction, develop accommodations and modifications appropriate to students and the curriculum, design individual, small, and large group instructions, and evaluate various service delivery options for educating students with special needs. or Bilingualism, Second Language and Literacy Development Explores first and second language and literacy development of children raised bilingually as well as students acquiring a second language during pre-school, elementary, or secondary school years. Also addresses theories of first and second language acquisition, literacy development in the second language, and factors affecting second language and literacy learning. Participants will assess the development of one aspect of language or language skill of a bilingual individual and draw implications for instruction, parent involvement, and policy. |
3 |
| EDUC7579 | Educational Assessment of Learning Problems This course focuses on formal and informal approaches to the nondiscriminatory assessment of students with a wide range of cognitive and academic difficulties. The focus is on identifying students with mild/moderate disabilities. It is designed to prepare specialists for the process of documenting special needs, identifying current levels of performance, addressing critical issues, and designing approaches to monitoring progress. |
3 |
| EDUC6374 | Supporting Positive Behavior in Schools and Community Focuses discussion, reading, and research on the diagnosis and functional analysis of social behaviors, places substantial emphasis on the practical application of applied behavior analysis techniques. Also discusses alternative management strategies for use in classrooms. |
3 |
| EDUC6495 | Human Development and Disabilities This course addresses the reciprocal relationship between human development and disability. Prenatal, perinatal, and postnatal causes of disability will be presented. Students will learn about theoretical perspectives, research, and current disagreements related to causes, identification, and treatment of disabilities. Prevention and intervention strategies will be presented for each disability. The application of assistive technology will be covered across disabilities. |
3 |
| EDUC6493 | Introduction to Speech and Language Disability On the basis of the development of normal children, this course will explore dysfunctions of speech and language that interfere with normal communication and learning processes. The evaluation of language performance and the remediation of language deficits will also be stressed. |
3 |
| EDUC6595 | Assessment and Instruction of Students with Reading Difficulty Examines the methods and materials related to formal and informal assessment, analysis, and interpretation of the results of assessment and instructional techniques for students with a range of reading difficulties (K-12). Focus is on the needs of students from varied populations. |
3 |
| EDUC6588 | Teaching and Learning Strategies - Moderate Support Needs This course is intended to help prospective and experienced special education teachers and other educators a repertoire of skills for teaching students with mild/moderate (high incidence) educational disabilities. Participants will accomplish this goal by making connections among their knowledge of disabilities, special education policy and practices, assessments, education theory, and teaching methods. Students will learn how to develop, implement, and monitor individualized education programs, implement research-based effective intervention practices, and collaborate with others to meet the needs of special education students in inclusive and other educational settings. Successful students will have familiarity and competency with a variety of special education procedures and teaching approaches and specific practices. Appropriate for both elementary and secondary level education. Class sessions will routinely include time to practice skills being learned. |
3 |
| EDUC6497 | Educating Autistic Students In this course students will learn strategies and purported mechanisms behind current intervention models designed for students with ASD. Student will be able to evaluate research evidence and claims of effectiveness of each intervention, and will design and implement appropriate interventions for student with ASD. |
3 |
| EDUC6347 | Teaching Bilingual Students 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. |
3 |
Students will choose two electives (3 credits each) with the help of their advisor.
| Course | Course Title | Credit |
|---|---|---|
| EDUC7431 | 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). |
1 |
| EDUC7429 | 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. |
1 |
| EDUC7432 | 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. |
2 |
| EDUC7610 | Clinical Expeience: Moderate A semester-long, full-time, five day a week practicum experience for graduate students seeking endorsement as a Teacher of Students with Moderate Disabilities or a Teacher of Students with Severe Disabilities. 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 prac@bc.edu for more information. |
3 |
| EDUC7420 | Clinical Experience: Secondary Education 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 prac@bc.edu for more information. Department permission required after August/December 15. |
3 |
| Course | Course Title | Credit |
|---|---|---|
| EDUC8100 | 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 comprehensive examination covering the broad areas of the core courses. |
0 |
The teacher candidate will promote the learning and growth of all students by providing high-quality and coherent instruction, designing and administering authentic and meaningful student assessments, analyzing student performance and growth data, using this data to improve instruction, providing students with constructive feedback on an on-going basis, and continuously refining learning objectives.
The teacher candidate will plan individually-appropriate curricula through the IEP as well as in inclusive classroom settings.
The teacher candidate will promote the learning and growth of all students through instructional practices that establish high expectations, create a safe and effective classroom environment, and demonstrate cultural proficiency.
The teacher candidate will promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
The teacher candidate will promote the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
The teacher candidate will promote an inquiry stance of critical reflection about personal practice through individual and collaborative inquiry in service of improving pupil academic, emotional, and social learning.
Student Teaching
Professional experiences comprise early field experiences, referred to as pre-practicum placements, and an immersive, semester-long full practicum experience.
Pre-practicum
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
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.
Accreditation
We are an approved teacher preparation program by the Massachusetts Department of Elementary and Secondary Education.
Apply
PrintApplication & Deadlines
A non-refundable application fee of $75 is required, however, this fee is waived for select applicants.
Deadlines
Fall
Spring
Summer
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 from academic sources are required, but applicants with significant relevant professional experience may submit additional letters of reference from supervisors.
Transcripts
Unofficial transcripts will be accepted in lieu of official transcripts for the application review process. In the event that you are admitted into a program and enroll, 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
Submitting GRE test scores is optional and not required for 2022 entry term(s). If you wish to send GRE scores, the Lynch School GRE code is 3218.
Writing Sample
Not required.
International Students
International applicants are encouraged to apply to the Lynch School of Education and Human Development.