Master of Education (M.Ed.) in Educational Leadership and Policy
The Master of Education (M.Ed.) in Educational Leadership and Policy prepares graduates to assume leadership roles both within schools and within the greater community. Prospective applicants are diverse; they include educators, policymakers, religious officials, community-based organizers, and professionals seeking to make meaningful changes in the field of education. Often, applicants have a background in teaching and aspire to expand their leadership beyond the classroom. While teachers work directly with students, educational leaders work to determine the systems serving students.
The program, characterized by discernment and critical reflection, aims to educate the whole person to live a life of meaning and purpose. Drawing on social-justice values and leadership strategies, graduates will inform organizational cultures and processes, boldly improving equitable opportunities for traditionally marginalized students. Graduates, trained in critical inquiry and the use of evidence, will approach student development from a holistic perspective, engaging the whole community to support the whole child.
We serve both students who are seeking a master’s degree as well as students who are looking to obtain additional training but do not require a master’s degree.
The M.Ed. in Educational Leadership & Policy is a program approved and monitored by the Department of Elementary and Secondary Education in Massachusetts (DESE). Formal learning outcomes were developed by the DESE and apply to all students, whether or not they are seeking licensure. They are as follows:
Instructional Leadership: The school leader promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes effective teaching and learning the central focus of schooling.
Management and Operations: The school leader promotes the learning and growth of all students and the success of all staff by ensuring a safe, efficient, and effective learning environment, using resources to implement appropriate curriculum, staffing, and scheduling.
Family and Community Engagement: The school leader promotes the learning and growth of all students and the success of all staff through effective partnerships with families, community organizations, and other stakeholders that support the mission of the school and district.
Professional Culture: The school leader promotes success for all students by nurturing and sustaining a school culture of reflective practice, high expectations, and continuous learning for staff.
Graduates from the Educational Leadership and Policy program will learn to:
Practice critical self-reflection and discernment.
Foster an ethical, mission-driven school or educational environment/organization.
Create structures that advance organizational and professional learning.
Observe, assess, and support effective teaching and instructional practices.
Advance equity and agency across multiple constituencies.
Available Format: Online or Hybrid
Education should level the playing field – we feel the same way about financial aid.
A graduate degree from Boston College is an investment in your future. The Lynch School has a deep commitment to assisting academically qualified students to afford an excellent graduate education. The Office of Graduate Admission & Financial Aid in the Lynch School provide resources to aid students through both need-based and merit-based financial aid.
At a Glance
The program offers both online and hybrid options.
How many courses?
This program consists of 10 courses for a total of 30 credits.
Most student should complete the program within 2 years.
When can I start?
Students can begin the program in the Fall,
Spring or Summer semesters.
Preferred Decision: May 15, 2019
Regular Decision: June 15, 2019
Rolling Admissions Begin: After Regular Decision
Classes Begin: August 26, 2019
Lynch School faculty from the Department of Educational Leadership and Higher Education are recognized for exceptional scholarship and influential work across a range of areas and subject matters in the fields of expertise. In both research and teaching, our faculty champion diversity—inclusive of race, language, learning abilities, and socioeconomic status—necessary to effect meaningful change. As students put their own scholarship into action, faculty members help guide their growth as critical thinkers, reflective leaders, and engaged citizens.
All courses for the Master of Education in Educational Leadership and Policy are designed by faculty members of the Department of Educational Leadership and Higher Education, which include:
The Department of Educational Leadership and Higher Education prepares the next generation of effective educational leaders. The Educational Leadership and Policy program develops administrators, community leaders, and advocates who will create fair and meaningful learning opportunities for all students. Graduates are knowledgeable about standards-based reform and technological advances and are trained to employ evidence-based practices.
To complete a general M.Ed., students take six core courses, choose three electives then finish by completing a Leadership Reflection Seminar. They may also select a curated set of three courses in place of their electives to earn an additional certificate in Social Justice Leadership, Educational Policy Development, or School Principal Licensure.
The Educational Leadership program offers 4 Pathways to a Master's Degree
- Licensure students take a 6 credit practicum across three semesters and SEI endorsement for school leaders for a total program of study of 30 credits. As part of this program, each student completes a 500-hour substantive practicum across 3 semesters, and prepares a portfolio aligned with the state leadership indicators.
- To be licensed in this area, the student must possess an Initial License as a teacher in Massachusetts or in a state with which Massachusetts has a reciprocal agreement, and have taught for at least three years by the time they apply for licensure.
- All students seeking licensure in Massachusetts must pass the Massachusetts Performance Assessment for Leadership (MA-PAL). The University will advise unlicensed private school teachers who are seeking state licensure in administration of this requirement.
Certificate in Educational Policy Development
The Certificate in Educational Policy Development equips current and aspiring leaders in schools and community-based organizations to leverage dramatic organizational change. Through a series of three courses and a Reflection Seminar, participants develop a sophisticated appreciation of how policies shape the cultural norms and day-to-day practices at both a micro level (e.g., within institutions) and a macro level (e.g., within a school district, a city, or a state). The goal of the program is to help leaders develop their repertoire of skills to use policy levers to creatively and effectively advance organizational goals.
Where Do Our Graduates Work?
University of Miami
Kyung Hee University
University of Connecticut
Monsignor Haddad Middle School
The Legal Aid Society
Communications & Outreach Coordinator
Study Abroad Advisor
Director of Enrollment Marketing and Operations
Career paths chosen by previous graduates of the ELHE Department.
- Fall Term
- Preferred Decision
- May 15
- Regular Decision
- June 15
- Rolling Admissions Begin
- After Regular Decision
- Classes Begin
- August 26
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.
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 are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice.
Undergraduate transcripts are required as part of the application process and graduate transcripts are accepted, but not required. Please note the following:
- Only official transcripts, bearing the official seal of the institution and the signature of the relevant administrator, are acceptable.
- Copies and unofficial transcripts are not acceptable.
- If you are a current student and have not completed your undergraduate degree at the time your transcript is sent, the most updated version of your transcript is acceptable.
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
Submission of GRE scores are optional.
If you are submitting a GRE score, it should be no older than a maximum of 5 years prior to application submission. ETS (www.ets.org) will submit your official GRE score. For submission purposes, the Lynch School of Education GRE Code is 3218.
An international applicant is defined as any person that requires a student visa in order to study in the United States. International applicants are eligible to apply to any graduate program in The Lynch School, provided they have successfully completed the equivalent of a United States bachelor degree and have the appropriate diplomas and/or satisfactory results on transcripts or leaving examinations from the country in which the degree was earned. International applicants must complete all program-specific application requirements as well as additional requirements outlined below.
Applicants that 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). Click HERE for a complete list of NACES-approved evaluators. Submission of falsified documents is grounds for denial of admission or dismissal from the University.
All applicants whose primary language is not English (or for whom English is not one of their primary languages) are required to submit proof of satisfactory English proficiency. At this time, the only acceptable forms of proof for English proficiency are the TOEFL and IELTS exams (certificates of completion from English-language schools are not currently accepted). Below are the minimum scores required.
TOEFL iBT = 100 minimum
IELTS – 7.0 minimum
An official score report must be sent directly from Educational Testing Services (TOEFL). TOEFL School Code: 3240.
Applicants that meet either of the criteria below do not need to submit proof of English proficiency.
Applicants who completed an undergraduate OR graduate degree from a regionally-accredited institution within the United States
Applicants who completed an undergraduate OR graduate degree at an institution outside of the United States where the language of instruction was English
The Lynch School offers Conditional Acceptance to applicants that fulfill all academic requirements for admission to and are accepted to the program, but whose level of English proficiency does not meet the minimum requirements. In these cases, admitted students will be granted conditional admission, but will have to retake the TOEFL or IELTS exam and submit an official score report that shows the minimum score has been met no later than six weeks prior to the start of the semester in which the student’s program will begin. If a student with conditional admission does not submit a passing TOEFL or IELTS score within the allotted time frame, he/she will be granted a deferral to start in a future semester, no later than one year from the original start term. Due to this policy, we strongly encourage international applicants to apply as early as possible in order to ensure that these conditions can be met.