Teacher Quality

Practicum Experiences & Teacher Induction

  • The Lynch School of Education and Human Development is consistently ranked among the top 25 graduate schools of education by U.S. News and World Report. We are a leader in teacher preparation nationally and have been granted full accreditation by the Teacher Education Accreditation Council (TEAC). The Boston College teacher preparation programs are characterized by a strong commitment to excellence and equity, including:

    • Highly selective admission standards at the undergraduate and graduate levels. (All undergraduates are admitted through the central undergraduate admission office of Boston College, where the average SAT score of incoming students this year is 2034, with 80% of students ranking in the top 10% of their high school class. In addition, all graduate applicants are carefully reviewed by the core graduate faculty in teacher education.)

    • Rigorous preparation in liberal arts and the academic content areas related to teaching. All undergraduate candidates complete the full Boston College core curriculum in Arts and Sciences. In addition to their major in education, all secondary education majors complete a second Arts and Sciences major in the content area of their certification, and elementary education majors complete a second major of their choosing. Lynch School students consistently obtain high grade point averages in their non-education coursework. The Lynch School admits students to its graduate programs based on a number of factors, including outstanding academic performance in an undergraduate major related to their content area.

    • Strong preparation in the pedagogy and practice of teaching, including methods courses in the Lynch School related to specific content areas and rigorous clinical preparation and evaluation in public and private schools under the direction of highly qualified teachers. Undergraduate students complete three pre-practica and a full practicum in varied school settings, for a total of 675 hours. Graduate students complete 525 hours.

    • Strong commitment to teaching for social justice and preparation in teaching ethnically and racially diverse students, English Language Learners, and students with special needs.

    • Entry and retention in the field of teaching at a rate higher than the national average.


Practicum Experiences & Teacher Induction

For several decades, the Lynch School of Education and Human Development’s teacher education program was accredited by the National Council for Accreditation of Teacher Education (NCATE). In 2009, we joined the Teacher Education Accreditation Council (TEAC) and successfully earned accreditation from this national organization. TEAC, which is recognized by the Council for Higher Education Accreditation and by the United States Department of Education, certifies that Boston College's teacher education program has completed a rigorous approval process and provided evidence that it adheres to the organization's Standard of Quality and Quality Principles for Teacher Education Programs. This accreditation affirms the Lynch School's commitment to teacher quality and to making decisions informed by evidence.

"TEAC’s primary work is accrediting undergraduate and graduate professional education programs in order to assure the public about the quality of college and university programs. The education program, not the college, school, department or other administrative unit of the institution, receives TEAC accreditation...TEAC’s entire accreditation process is built around the program’s case that it prepares competent, caring, and qualified professional educators. TEAC requires the program to have evidence to support its case, and the accreditation process examines and verifies the evidence" (TEAC, 2013)."

Recently, NCATE and TEAC merged into the Council for the Accreditation of Educator Preparation (CAEP) and became the "sole accreditor for educator preparation in the United States" (CAEP, 2013). The Lynch School of Education looks forward to collaborating with this national accrediting body in the future.

TEAC Teacher Education Claims

Overall, the Department of Teacher Education, Special Education, and Curriculum & Instruction claims that its candidates and graduates are competent, caring, and qualified to improve pupils’ learning and enhance their life chances. In the Summary of the TEAC Case, a component of the larger Inquiry Brief, the Teacher Education faculty made six interrelated claims about the quality of the teacher education program. The faculty claims that their students:

  1. Believe in and are committed to teaching for social justice, defined as improving the learning of all pupils and enhancing their life chances.
  2. Possess subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge, and demonstrate this knowledge in practice.
  3. Are knowledgeable about and understand the relationships among culture, language, learning, and schooling.
  4. Develop and demonstrate in practice social justice orientations, commitments, and interpretive frameworks.
  5. Demonstrate commitment to learning across their professional lifespan and possess knowledge of technology tools to do so.
  6. Assess and promote all pupils’ learning.

Higher Education Opportunity Act

Practicum Experiences & Teacher Induction

In accordance with the 2008 Higher Education Opportunity Act, the Lynch School of Education and Human Development submits an annual report to the Massachusetts Department of Elementary & Secondary Education on the quality of its teacher preparation programs. The report highlights the following elements:

  • Teacher preparation program data (e.g., admissions requirements, enrollment, and supervised clinical experience information);
  • Standards for teachers and their alignment with standards for students;
  • Requirements for each teaching certificate or license;
  • Pass rates on each assessment used by states in certifying or licensing teachers and the reliability and validity of these assessments;
  • State standards for evaluating the performance of teacher preparation programs;
  • Descriptions of alternative routes to teacher certification or licensure;
  • Descriptions of the extent to which the teacher preparation program addresses shortages of highly qualified teachers, prepare teachers to teach students with disabilities or who are limited English proficient, and prepare teachers to use technology; and
  • Efforts in the past year to improve the quality of teaching.

Report on the Quality of Teacher Preparation

The Lynch School of Education and Human Development's outstanding state report is accessible online through the Title II of the Higher Education Act's website. To view data from teacher preparation programs across the Commonwealth of Massachusetts, including Boston College, please visit the Title II website and choose Massachusetts from the state-by-state map of the United States. 

Massachusetts Tests for Educator Licensure

Practicum Experiences & Teacher Induction

In recent years, the Lynch School of Education and Human Development received detailed reports on teacher candidates' performance on the Massachusetts Tests for Educator Licensure (MTEL) which are required by the Massachusetts Department of Elementary & Secondary Education. As a result of changes to the public reporting process connected to Title II of the Higher Education Opportunity Act, this data is formally published on the federal website.

The table below, which highlights MTEL results in aggregate from 2005 to 2009, demonstrates that graduates of the teacher education program at the Lynch School successfully attend to this state requirement and that a high percentage pass the subject matter specific tests.

2005-2009 MTEL Results for Boston College
Number of Program Completers: 1280

Test Field/Category Institution Statewide





Basic Skills





Communication and Literacy Skills: Reading





Communication and Literacy Skills: Writing






865 98% 99%
Academic Content Areas





013 Biology

-- -- 98%

012 Chemistry

-- -- 95%

002 Early Childhood

-- -- 98%

007 English

93 96% 99%

090 Foundations of Reading

96% 98%

026 French

-- -- 100%

003 General Curriculum





203 General Curriculum Mathematics





103 General Curriculum Multi-Subject





006 History

58 58



009 Mathematics

40 --



008 Reading Specialist





028 Spanish














Summary Totals and Pass Rate





"--" indicates "Number Passed" and "Pass Rate" not shown because "Number Tested" is less than 10 in a given year.

The information contained herein is confidential and must not be disclosed to unauthorized persons. Appropriate safeguards must be implemented to protect against improper disclosure of this information. This information is intended to be used only for the purpose of federal and state reporting requirements. It is NOT intended to be used for employment decisions, college admission screening, or any other purpose.

NOTE: The Lynch School of Education and Human Development does not require its students to take the Massachusetts Tests for Educator Licensure and does not make passing the MTEL a requirement for program completion. Those institutions that do require students to pass the MTEL in order to complete a program will have a "100%" pass rate, as all “program completers” will by definition have passed.

Council for the Accredidation of Education Preperation

CAEP Annual Reporting Measures

In accordance with CAEP reporting guidelines, the Lynch School is pleased to present eight measures that revolve around candidate performance within the school. The report for each measure can be viewed by clicking on the respective link. 

Annual Reporting Measures (CAEP Components 5.4 | A.5.4)
Impact Measures (CAEP Standard 4) Outcome Measures
   1. Impact on P-12 learning and development    (Component 4.1)    5. Graduation Rates (Initial & Advanced Rates)
   2. Indicators of teaching effectiveness  (Component 4.2)    6. Ability of completers to meet licensing (certification)
and any additional state requirements: Title II (initial & advanced levels)
   3. Satisfaction of employers and employment milestones (Components 4.3 | A.4.1)    7. Ability of completers to be hired in education positions for which they have prepared (intial & advanced levels)
   4. Satisfaction of completers (Components 4.4 | A.4.2)
   8. Student loan default rates and other consumer information (initial & advanced levels)


Please note that these reports are attached as PDF files. Please download Adobe Reader if needed. 


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