Students in secondary education can pursue a Master of Education (M.Ed.), if they possess a strong background in their content area. Prerequisite for the program is a bachelor's degree in a liberal arts major in the field of desired licensure or an equivalent degree. Those applicants with less content knowledge in the particular field should consult a faculty member in that field.
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.
These degree programs lead to (grades 8-12) licensure in one of the following disciplines: English, history, biology, chemistry, geology (Earth Science), physics, classics, Spanish, French and mathematics.
Courses of study are carefully planned with a faculty advisor. 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.
All of the Master's programs leading to licensure in secondary education include practicum experiences in addition to course work. 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.
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 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.
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:
The program consists of 9 courses and a practicum for a total of 37 credits.
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.
Students can begin the program in the spring, summer, or fall semesters.
Sample Curriculum: Refer to Program of study for curriculum differences between M.A.T., M.S.T. and M.Ed.
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.
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.
Instruction for the Special Needs 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.
|EDUC7447||Literacy and Assessment in Secondary Schools||3|
|One of the following (fall only):
EDUC 6301 Secondary and Middle School History Methods
EDUC 6302 Secondary and Middle School English Methods
EDUC 6303 Secondary and Middle School Foreign Language Methods
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.
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
School Principal and ELL Coordinator
Career paths chosen by previous graduates of the TESpECI Department.
Click the boxes below for additional details on each item
Prerequisite for the program is a bachelor's degree in a liberal arts major in the field of desired licensure or an equivalent degree.
A non-refundable application fee of $75 is required, however, this fee is waived for select applicants.
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.
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 from academic sources are required, but applicants with significant relevant professional experience may submit additional letters of reference from supervisors.
Undergraduate transcripts are required as part of the application process and graduate transcripts are accepted, but not required. Please note the following:
Transcripts must be mailed to the following address:
Boston College, Lynch School of Education
Office of Graduate Admission, Financial Aid, and Student Services
Campion Hall 135
140 Commonwealth Avenue
Chestnut Hill, MA 02467
For all Boston College students and alumni
If you received any type of degree from Boston College, or if you are a current Boston College student, the GRE is not required.
For all other applicants
If you did not receive a degree from Boston College or if you are not a current Boston College student, the GRE is required.
The Lynch School GRE code is 3218.