Master of Education (M.Ed./M.A.T./M.S.T./C.A.E.S) in Secondary Education
Master of Education (M.Ed./M.A.T./M.S.T./C.A.E.S) in Secondary Education
Students can select one of three secondary education degree programs:
- Master of Education (M.Ed.)
- Master of Arts in Teaching (M.A.T)
- Master of Science in Teaching (M.S.T)
These degree programs lead to grades 8-12 licensure in one of the following disciplines: Biology, Chemistry, Earth and Space Science, English, Foreign Language (Spanish or French), History, Mathematics, and Physics. Each program includes four different types of courses: Teaching methods classes, foundation courses that examine broad social features linked to formal education, content area electives, and school-based practicum courses with related Inquiry Seminars.
All three programs have the same foundation, but the M.A.T. and M.S.T. include three additional content area electives. These elective courses offer students the chance to enrich their background and fill in gaps in their specific content area.
All degree programs provide students with focused opportunities aimed at helping teacher candidates gain and learn from school-based experiences and thereby provide graduates with the skills and inclinations to inquire into their teaching practice in ways that lead to growth and professional satisfaction. These practicum experiences, the Pre-Practicum and Full Practicum, have related Inquiry Seminars which offer students further growth and professional depth through the opportunity to collaborate with fellow master’s students around issues of teaching and learning in their practicum sites.
Given the shifting demographics of US schools, all candidates have the opportunity to obtain a Teaching English Language Learners (TELL) Certificate. This experience prepares teachers to work with English Language Learners in mainstream classrooms.
- 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 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.
The Lynch School has a long history of national accreditation, which includes NCATE (National Council for Accreditation of Teacher Education), TEAC (Teacher Education Accreditation Council), and CAEP (Council for the Accreditation of Educator Preparation). Most recently, the Lynch School was granted full and complete accreditation through CAEP, valid from Fall 2018 through Spring 2024. Boston College is currently the only CAEP accredited education preparation organization in Massachusetts.
At a Glance
How many courses?
The M.Ed. consists of 9 courses and a 4 course practicum for a total of 37 credits.
The M.A.T. and M.S.T. consists of 12 courses and a 4 course practicum for a total of 46 credits.
How long will it take?
Full-time students will typically complete the program in one academic year with two summer sessions.
Part-time students typically complete the program in two to three years, depending on course load.
When can I start?
Students can begin the program in the spring, summer, or fall semesters.
#18
National ranking for Secondary Education program
U.S. News & World Report
What will I study?
Curriculum
- Courses: 13 -16
- Credits: 37- 46
- Practicum
Students will select one of three degree programs. All degree programs lead to licensure in the state of Massachusetts.
- Master of Education (M.Ed.): This 37-credit program is recommend for all students regardless of licensure discipline if they have a background in their content area. (For example, it was their undergraduate major.)
The M.A.T. and M.S.T. should be pursued by those student who need to develop a content area background in their licensure discipline. The M.A.T. and M.S.T. have three additional content area electives as compared to the M.Ed to fill gaps in the content area background.
- Master of Arts in Teaching (M.A.T): This 46-credit program is for students seeking licensure in history, English, or a foreign language.
- Master of Science in Teaching (M.S.T): This 46-credit is for students seeking licensure in the sciences or mathematics.
M.Ed.
Licensure areas: Biology, Chemistry, Earth and Space Science, English, Foreign Language (Spanish or French), History, Mathematics, and Physics.
| Course | Course Title | Credit | |
|---|---|---|---|
| APSY7419 | Applied Adolescent 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. |
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 | |
| EDUC7438 | Instruction of Students with Special Needs and of Diverse Learners 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 | |
| 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 | |
| EDUC6347 | Teaching Bilingual Students in Secondary 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. |
3 | |
| Students will choose one: | |||
| EDUC6589 | Teaching and Learning Strategies for Inclusive Secondary Educators 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. |
3 | |
| EDUC7621 | 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 | |
Students will choose one teaching methods class in their licensure discipline.
| Course | Course Title | Credit |
|---|---|---|
| EDUC6300 | Secondary and Middle School Science Methods Provides an active, instructional environment for science learning that enables each student to construct knowledge (skill, affective, and cognitive) that, in turn, allows them to be prepared to construct instructional environments meeting the needs of tomorrow's secondary and middle school students. Activities reflect on current research: reform movements of AAAS, NRC, NSTA, inclusive practices, interactions with experienced teachers, firsthand experience with instructional technology, and review and development of curriculum and related instructional materials. |
3 |
| EDUC6304 | Secondary and Middle School Mathematics Methods Develops knowledge, skills, and dispositions essential for competent understanding, development, and delivery of effective English Language Arts instruction in a diverse classroom. Addresses educational and literary theory, pedagogy, assessment, evaluation, content, curriculum, media literacy, and sensitivity to and respect for adolescents who come from a variety of cultures, abilities, interests, and needs. Provides knowledge of local, state, and national standards and strategies to help students reach those standards. Encourages risk-taking, experimentation, flexibility, application of theory, and innovation. Good teaching demands open-mindedness, critical reading, writing, and thinking, honest reflection, high expectations, ongoing revision, and commitment to social justice. |
3 |
| EDUC6301 | Secondary and Middle School History Methods Demonstrates methods for organizing instruction, using original sources, developing critical thinking, facilitating inquiry learning, integrating social studies, and evaluation. Students will design lessons and units, drawing on material from the Massachusetts state history standards and other sources. |
3 |
| EDUC6302 | Secondary and Middle School English Methods Develops knowledge, skills, and dispositions essential for competent understanding, development, and delivery of effective English Language Arts instruction in a diverse classroom. Addresses educational and literary theory, pedagogy, assessment, evaluation, content, curriculum, media literacy, and sensitivity to and respect for adolescents who come from a variety of cultures, abilities, interests, and needs. Provides knowledge of local, state, and national standards and strategies to help students reach those standards. Encourages risk-taking, experimentation, flexibility, application of theory, and innovation. Good teaching demands open-mindedness, critical reading, writing, and thinking, honest reflection, high expectations, ongoing revision, and commitment to social justice. |
3 |
| EDUC6303 | Secondary and Middle School Foreign Language Methods An introduction to foreign-language pedagogy and its basis in the theory of second-language acquisition, linguistic analysis, and psycholinguistic research. A discussion of language teaching and methods within the framework of those fields.The course offers reviews of the principal literature on second-language acquisition and linguistic theory but focuses on their practical application in the classroom. |
3 |
Students will select 2 electives (3 credits each) with the help of their advisor.
For the initial pre-practicum, candidates typically spend one day per week in a school setting with a mentor teacher. For the full practicum, candidates work full-time for 14 weeks in all aspects of classroom teaching working closely with a cooperating teacher and university supervisor.
| Course | Course Title | Credit |
|---|---|---|
| EDUC43101 | 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 |
| EDUC7420 | Graduate Full Practicum / Initial License A semester-long practicum, five full days per week, for graduate students in the following licensure programs: Early Childhood, Elementary, and Secondary. Placements are made in selected schools in the greater Boston area, and designated international settings. Apply to the Office of Practicum Experiences and Teacher Induction during the semester preceding the placement: by March 15 for fall placements and by October 15 for spring placements. |
6 |
| Course | Course Title | Credit |
|---|---|---|
| EDUC4100 | 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. |
0 |
M.A.T
Licensure areas: English, Foreign Language (Spanish or French), History
| Course | Course Title | Credit | |
|---|---|---|---|
| APSY7419 | Applied Adolescent 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. |
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 | |
| EDUC7438 | Instruction of Students with Special Needs and of Diverse Learners 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 | |
| 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 | |
| EDUC6347 | Teaching Bilingual Students in Secondary 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. |
3 | |
| Students will choose one: | |||
| EDUC6589 | Teaching and Learning Strategies for Inclusive Secondary Educators 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. |
3 | |
| EDUC7621 | 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 | |
Students will choose one teaching methods class in their licensure discipline.
| Course | Course Title | Credit |
|---|---|---|
| EDUC6301 | Secondary and Middle School History Methods Demonstrates methods for organizing instruction, using original sources, developing critical thinking, facilitating inquiry learning, integrating social studies, and evaluation. Students will design lessons and units, drawing on material from the Massachusetts state history standards and other sources. |
3 |
| EDUC6302 | Secondary and Middle School English Methods Develops knowledge, skills, and dispositions essential for competent understanding, development, and delivery of effective English Language Arts instruction in a diverse classroom. Addresses educational and literary theory, pedagogy, assessment, evaluation, content, curriculum, media literacy, and sensitivity to and respect for adolescents who come from a variety of cultures, abilities, interests, and needs. Provides knowledge of local, state, and national standards and strategies to help students reach those standards. Encourages risk-taking, experimentation, flexibility, application of theory, and innovation. Good teaching demands open-mindedness, critical reading, writing, and thinking, honest reflection, high expectations, ongoing revision, and commitment to social justice. |
3 |
| EDUC6303 | Secondary and Middle School Foreign Language Methods An introduction to foreign-language pedagogy and its basis in the theory of second-language acquisition, linguistic analysis, and psycholinguistic research. A discussion of language teaching and methods within the framework of those fields.The course offers reviews of the principal literature on second-language acquisition and linguistic theory but focuses on their practical application in the classroom. |
3 |
Students will select 5 content area electives (3 credits each) with the help of their advisor.
For the initial pre-practicum, candidates typically spend one day per week in a school setting with a mentor teacher. For the full practicum, candidates work full-time for 14 weeks in all aspects of classroom teaching working closely with a cooperating teacher and university supervisor.
| Course | Course Title | Credit |
|---|---|---|
| EDUC43101 | 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 |
| EDUC7420 | Graduate Full Practicum / Initial License A semester-long practicum, five full days per week, for graduate students in the following licensure programs: Early Childhood, Elementary, and Secondary. Placements are made in selected schools in the greater Boston area, and designated international settings. Apply to the Office of Practicum Experiences and Teacher Induction during the semester preceding the placement: by March 15 for fall placements and by October 15 for spring placements. |
6 |
| Course | Course Title | Credit |
|---|---|---|
| EDUC4100 | 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. |
0 |
M.S.T
Licensure areas: Biology, Chemistry, Earth and Space Science, Mathematics, and Physics.
| Course | Course Title | Credit | |
|---|---|---|---|
| APSY7419 | Applied Adolescent 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. |
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 | |
| EDUC7438 | Instruction of Students with Special Needs and of Diverse Learners 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 | |
| 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 | |
| EDUC6347 | Teaching Bilingual Students in Secondary 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. |
3 | |
| Students will choose one: | |||
| EDUC6589 | Teaching and Learning Strategies for Inclusive Secondary Educators 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. |
3 | |
| EDUC7621 | 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 | |
Students will choose one teaching methods class in their licensure discipline.
| Course | Course Title | Credit |
|---|---|---|
| EDUC6300 | Secondary and Middle School Science Methods Provides an active, instructional environment for science learning that enables each student to construct knowledge (skill, affective, and cognitive) that, in turn, allows them to be prepared to construct instructional environments meeting the needs of tomorrow's secondary and middle school students. Activities reflect on current research: reform movements of AAAS, NRC, NSTA, inclusive practices, interactions with experienced teachers, firsthand experience with instructional technology, and review and development of curriculum and related instructional materials. |
3 |
| EDUC6304 | Secondary and Middle School Mathematics Methods Develops knowledge, skills, and dispositions essential for competent understanding, development, and delivery of effective English Language Arts instruction in a diverse classroom. Addresses educational and literary theory, pedagogy, assessment, evaluation, content, curriculum, media literacy, and sensitivity to and respect for adolescents who come from a variety of cultures, abilities, interests, and needs. Provides knowledge of local, state, and national standards and strategies to help students reach those standards. Encourages risk-taking, experimentation, flexibility, application of theory, and innovation. Good teaching demands open-mindedness, critical reading, writing, and thinking, honest reflection, high expectations, ongoing revision, and commitment to social justice. |
3 |
Students will select 5 content area electives (3 credits each) with the help of their advisor.
For the initial pre-practicum, candidates typically spend one day per week in a school setting with a mentor teacher. For the full practicum, candidates work full-time for 14 weeks in all aspects of classroom teaching working closely with a cooperating teacher and university supervisor.
| Course | Course Title | Credit |
|---|---|---|
| EDUC43101 | 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 |
| EDUC7420 | Graduate Full Practicum / Initial License A semester-long practicum, five full days per week, for graduate students in the following licensure programs: Early Childhood, Elementary, and Secondary. Placements are made in selected schools in the greater Boston area, and designated international settings. Apply to the Office of Practicum Experiences and Teacher Induction during the semester preceding the placement: by March 15 for fall placements and by October 15 for spring placements. |
6 |
| Course | Course Title | Credit |
|---|---|---|
| EDUC4100 | 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. |
0 |
Where do our graduates work?
St. John's Preparatory School
Assistant Principal of Academics
Littleton Public Schools
Fourth Grade Teacher
Papillion La Vista School District
Sixth Grade Teacher
Concord-Carlisle Regional School District
High School History Teacher
Museum of Science
Director of Exhibits
Goodwin Procter LLP
Court Procedures Attorney
Boston Public Schools
First Grade Teacher
Needham Public Schools
Special Education Teacher
Steppingstone Foundation
Mathematics Instructor
North Attleborough Public Schools
School Principal and ELL Coordinator
Career paths chosen by previous graduates of the TCS Department.
Financial Assistance
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 $7.5 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. Here’s why:
Application Information
PrintDeadlines
- Fall
Regular Decision - 1/6
- Rolling Admission
- Until 8/1
- Intl. Applicants
- Until 7/1
- Spring
Regular Decision - 11/1
- Summer
Regular Decision - 4/1
Apply Now
A non-refundable application fee of $75 is required; however, this fee is waived for select applicants.
Résumé
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.
Three letters of recommendation are required with at least one required from an academic source. Applicants with significant relevant professional experience may submit additional recommendations from supervisors.
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
Submitting GRE test scores is optional and not required for Summer 2020 and Fall 2020 applicants. 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. Learn about requirements for international students.
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Contact Us
gsoe@bc.edu
617-552-4214