Master of Education (M.Ed.) in Educational Leadership & Policy
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Foster ethical, mission-driven educational institutions and policies
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. While teachers work directly with students, educational leaders work to improve the systems serving students, their families, and communities.
With an emphasis on discernment and critical reflection, we aim to educate the whole person to live a life of meaning and purpose.
Graduates will inform organizational cultures and processes by drawing on social-justice values and leadership strategies to boldly improve equitable opportunities for traditionally marginalized students.
Trained in critical inquiry and the use of evidence, graduates approach student development from a holistic perspective, and engage the whole community to support the whole child.
The Master of Education in Educational Leadership and Policy addresses leadership challenges through a comprehensive and agile course of study, centered on standards-based reform, technological advances, and evidence-based practices.
Within the M.Ed. in Educational Leadership and Policy, there are multiple pathways for additional certification:
- Certificate in Social Justice Leadership
- Certificate in Educational Policy Development
- School Principal Licensure*
*School Principal Licensure is currently only available for students who reside in MA.
The program concludes with a reflection seminar where students examine learnings and experiences.
The dynamic faculty of the Lynch School of Education and Human Development are committed teachers and leading scholars.
Graduates from the Educational Leadership and Policy program at the Lynch School 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
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. School leaders promote the learning and growth of all students and staff success through the following:
Instructional Leadership:
- Cultivate a shared vision
- Make effective teaching and learning the central focus
Management and Operations:
- Ensure a safe, efficient, and effective learning environment
- Use resources to implement appropriate curriculum, staffing, and scheduling
Family and Community Engagement:
- Build partnerships with families, community organizations, and other stakeholders that support the mission of the school and district
Professional Culture
- Nurture and sustain a school culture of reflective practice, high expectations, and continuous learning for staff
-
Advance the future of education
Ideal applicants include:
Educators
Policymakers
Religious leaders
Community-based organizers
Professional seeking to make meaningful changes in education
At a Glance
Flexibility
The program offers both online and hybrid options.
How many courses?
This program consists of 10 courses for a total of 30 credits.
Most students should complete the program within 2 years.
When can I start?
Students can begin the program in the Fall,
Spring or Summer semesters.
Key Dates
Fall Term
Regular Decision: June 14, 2020
Rolling Admission Ends: July 13, 2020
Orientation Live Session: August 25, 2020 at 6:30pm EST
Classes Start: August 31, 2020
Financial Assistance
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.
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.
Curriculum
- Courses: 10
- Credits: 30
- Comprehensive Exam
The Educational Leadership program offers 4 Pathways to a Master's Degree
M.Ed. General Track
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7701 | Introduction to Educational Leadership and Change This course centers on the core work of teaching and learning and brings a foundational focus to the work of educational administration, paying particular attention to how that work is supported by the cultural, technical, political, and ethical systems of the school. |
3 |
| ELHE 7726 | Organizational Theory and Learning Rather than focusing on traits of the individual leader, this course focuses on the dimensions of organizations and teams that both facilitate and complicate leadership. Examples include managing conflict, developing a shared vision, and differentiating between technical and adaptive change. |
3 |
| ELHE 7727 | Family and Community Engagement This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations. |
3 |
| ELHE 7708 | Instructional Leadership This course introduces students to many of the contested issues in the field of supervision, such as the relationship between supervision and teacher development, teacher empowerment, teacher alienation, learning theories, school effectiveness, school restructuring, curriculum development, and scientific management. |
3 |
| ELHE 7711 | Using Data and Evidence for School Improvement This course prepares leaders to manage initiatives around continuous improvement and data-informed inquiry. Students will develop basic research skills that will contribute to evidence-based school improvement, including action research. Additionally, students will explore the landscape of supports and barriers to using data and other evidence effectively in schools. |
3 |
| ELHE 7103 | Educational Law and Public Policy This course addresses the political and legal aspects of the role of education in our democratic society. It provides an introductory survey of public policy issues and laws governing preschool, elementary, secondary, and higher education. |
3 |
- Students will choose three elective classes (3 credits each) with the help of their advisor.
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7707 | Leadership for Social Justice This course introduces students to the theory and practice of leadership for social justice at the school and district level. In particular, students will learn about leadership that is culturally and linguistically responsive; strengthens parent-community-school relationships; and formulates diversity policies to promote educational equity for students from diverse groups. |
3 |
| ELHE 7702 | Educational Policy in Practice This course provides an overview of educational policy, and equips students with the theories, tools, and skills to engage in policymaking as future educational leaders. We define policy broadly, considering the influence of policy at various levels, from federal and state to local districts and schools. Students will learn to use a range of tools for policy analysis, and apply different theories of policy implementation. We will also explore the differences between formal and informal policy as it plays out in the everyday practice of educational leaders and teachers; and consider the role education leaders play in interpreting and adapting policy. |
3 |
| ELHE 7712 | School Leadership for Emergent Bilinguals This course strengthens the knowledge and skills of current and aspiring school leaders to ensure that culturally and linguistically diverse (CLD) students experience optimal opportunities to learn. Shifting demographics in the US have led to increasing enrollments of CLD students. These students come from a diversity of backgrounds and prior educational experiences, and speak a wide variety of languages, with varying English proficiency. They share a common experience as immigrants or children of immigrants. This course will help current and aspiring school and district administrators structure their schools to effectively educate CLD students. |
3 |
| ELHE 7704 | Ethics and Equity in Education The course explores how schools are used as a vehicle of the state to de-culturalize various communities of people throughout a country's history. Students will explore how schools can more appropriately promote respect for valuing diversity as a generative source of a nation’s vitality and its relationship to the global village. |
3 |
| ELHE 7609 | Law and Educational Reform This course addresses the role of law in education reform and the relationship between law and social science in efforts to promote educational attainment in the nation’s elementary and secondary schools. |
3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7756 | Reflection on Leadership Seminar This course serves as a capstone for students pursuing their Masters in Educational Leadership. The course supports students in synthesizing their learning across their program of studies, and prepares students for applying their learning as they continue on their career and vocational journey. The course is conducted in a seminar format, with students sharing in the leadership of the course discussions and activities. |
3 |
M.Ed. Licensure Track
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7701 | Introduction to Educational Leadership and Change This course centers on the core work of teaching and learning and brings a foundational focus to the work of educational administration, paying particular attention to how that work is supported by the cultural, technical, political, and ethical systems of the school. |
3 |
| ELHE 7726 | Organizational Theory and Learning Rather than focusing on traits of the individual leader, this course focuses on the dimensions of organizations and teams that both facilitate and complicate leadership. Examples include managing conflict, developing a shared vision, and differentiating between technical and adaptive change. |
3 |
| ELHE 7727 | Family and Community Engagement This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations. |
3 |
| ELHE 7708 | Instructional Leadership This course introduces students to many of the contested issues in the field of supervision, such as the relationship between supervision and teacher development, teacher empowerment, teacher alienation, learning theories, school effectiveness, school restructuring, curriculum development, and scientific management. |
3 |
| ELHE 7711 | Using Data and Evidence for School Improvement This course prepares leaders to manage initiatives around continuous improvement and data-informed inquiry. Students will develop basic research skills that will contribute to evidence-based school improvement, including action research. Additionally, students will explore the landscape of supports and barriers to using data and other evidence effectively in schools. |
3 |
| ELHE 7103 | Educational Law and Public Policy This course addresses the political and legal aspects of the role of education in our democratic society. It provides an introductory survey of public policy issues and laws governing preschool, elementary, secondary, and higher education. |
3 |
| Course | Course Title | Credit |
|---|---|---|
ELHE 7952 |
Practicum in Principalship In accordance with state law and DESE guidelines, students will complete a yearlong, 500-hour field-based internship guided by a mentor who has a professional license as a principal. Through this experience, students will strengthen their knowledge and understanding of the Professional Standards for Administrative Leadership and practice their ability to apply them effectively. The internship is also designed to help students complete the Performance Assessment for Leaders (PAL Tasks), which are necessary for licensure. During biweekly seminar sessions that occur through the duration of the internship, students will reflect upon their placement experiences, discuss supplemental readings and resources, develop a leadership portfolio, and support each other’s journey toward licensure as a principal. |
6 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7712 | School Leadership for Emergent Bilinguals This course strengthens the knowledge and skills of current and aspiring school leaders to ensure that culturally and linguistically diverse (CLD) students experience optimal opportunities to learn. Shifting demographics in the US have led to increasing enrollments of CLD students. These students come from a diversity of backgrounds and prior educational experiences, and speak a wide variety of languages, with varying English proficiency. They share a common experience as immigrants or children of immigrants. This course will help current and aspiring school and district administrators structure their schools to effectively educate CLD students. |
3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7952 | Practicum in Principalship A 500-hour, field-based experience designed to enable the student to develop the competencies required to be an effective assistant principal/principal. The practicum is supervised jointly by a University representative and a cooperating practitioner. The student is expected to engage in a variety of experiences defined in the state standards for certification and to provide leadership to a major administrative project. The student will maintain a reflective journal of experiences and develop a portfolio that demonstrates the learning and insights gained during the practicum. |
3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7756 | Reflection on Leadership Seminar This course serves as a capstone for students pursuing their Masters in Educational Leadership. The course supports students in synthesizing their learning across their program of studies, and prepares students for applying their learning as they continue on their career and vocational journey. The course is conducted in a seminar format, with students sharing in the leadership of the course discussions and activities. |
3 |
- 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.
M.Ed. with Certificate in Social Justice Leadership
The Certificate in Social Justice Leadership helps current and aspiring leaders develop and enact a theory of change to boldly advance equity in schools. Through a series of three courses and a Reflection Seminar, participants discern organizational impediments to students’ opportunities to learn, then envision and enact a systemic response to confront these barriers. The goal of the program is to provide intensive support to educators committed to deepening their knowledge, skills, and dispositions to ameliorate educational inequities.
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7701 | Introduction to Educational Leadership and Change This course centers on the core work of teaching and learning and brings a foundational focus to the work of educational administration, paying particular attention to how that work is supported by the cultural, technical, political, and ethical systems of the school. |
3 |
| ELHE 7726 | Organizational Theory and Learning Rather than focusing on traits of the individual leader, this course focuses on the dimensions of organizations and teams that both facilitate and complicate leadership. Examples include managing conflict, developing a shared vision, and differentiating between technical and adaptive change. |
3 |
| ELHE 7727 | Family and Community Engagement This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations. |
3 |
| ELHE 7708 | Instructional Leadership This course introduces students to many of the contested issues in the field of supervision, such as the relationship between supervision and teacher development, teacher empowerment, teacher alienation, learning theories, school effectiveness, school restructuring, curriculum development, and scientific management. |
3 |
| ELHE 7711 | Using Data and Evidence for School Improvement This course prepares leaders to manage initiatives around continuous improvement and data-informed inquiry. Students will develop basic research skills that will contribute to evidence-based school improvement, including action research. Additionally, students will explore the landscape of supports and barriers to using data and other evidence effectively in schools. |
3 |
| ELHE 7103 | Educational Law and Public Policy This course addresses the political and legal aspects of the role of education in our democratic society. It provides an introductory survey of public policy issues and laws governing preschool, elementary, secondary, and higher education. |
3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7707 | Leadership for Social Justice This course introduces students to the theory and practice of leadership for social justice at the school and district level. In particular, students will learn about leadership that is culturally and linguistically responsive; strengthens parent-community-school relationships; and formulates diversity policies to promote educational equity for students from diverse groups. |
3 |
| ELHE 7712 | School Leadership for Emergent Bilinguals This course strengthens the knowledge and skills of current and aspiring school leaders to ensure that culturally and linguistically diverse (CLD) students experience optimal opportunities to learn. Shifting demographics in the US have led to increasing enrollments of CLD students. These students come from a diversity of backgrounds and prior educational experiences, and speak a wide variety of languages, with varying English proficiency. They share a common experience as immigrants or children of immigrants. This course will help current and aspiring school and district administrators structure their schools to effectively educate CLD students. |
3 |
| ELHE 7704 | Ethics and Equity in Education The course explores how schools are used as a vehicle of the state to de-culturalize various communities of people throughout a country's history. Students will explore how schools can more appropriately promote respect for valuing diversity as a generative source of a nation’s vitality and its relationship to the global village. |
3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7756 | Reflection on Leadership Seminar This course serves as a capstone for students pursuing their Masters in Educational Leadership. The course supports students in synthesizing their learning across their program of studies, and prepares students for applying their learning as they continue on their career and vocational journey. The course is conducted in a seminar format, with students sharing in the leadership of the course discussions and activities. |
3 |
M.Ed. with 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.
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7701 | Introduction to Educational Leadership and Change This course centers on the core work of teaching and learning and brings a foundational focus to the work of educational administration, paying particular attention to how that work is supported by the cultural, technical, political, and ethical systems of the school. |
3 |
| ELHE 7726 | Organizational Theory and Learning Rather than focusing on traits of the individual leader, this course focuses on the dimensions of organizations and teams that both facilitate and complicate leadership. Examples include managing conflict, developing a shared vision, and differentiating between technical and adaptive change. |
3 |
| ELHE 7727 | Family and Community Engagement This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations. |
3 |
| ELHE 7708 | Instructional Leadership This course introduces students to many of the contested issues in the field of supervision, such as the relationship between supervision and teacher development, teacher empowerment, teacher alienation, learning theories, school effectiveness, school restructuring, curriculum development, and scientific management. |
3 |
| ELHE 7711 | Using Data and Evidence for School Improvement This course prepares leaders to manage initiatives around continuous improvement and data-informed inquiry. Students will develop basic research skills that will contribute to evidence-based school improvement, including action research. Additionally, students will explore the landscape of supports and barriers to using data and other evidence effectively in schools. |
3 |
| ELHE 7103 | Educational Law and Public Policy This course addresses the political and legal aspects of the role of education in our democratic society. It provides an introductory survey of public policy issues and laws governing preschool, elementary, secondary, and higher education. |
3 |
2 required courses
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7702 | Educational Policy in Practice This course provides an overview of educational policy, and equips students with the theories, tools, and skills to engage in policymaking as future educational leaders. We define policy broadly, considering the influence of policy at various levels, from federal and state to local districts and schools. Students will learn to use a range of tools for policy analysis, and apply different theories of policy implementation. We will also explore the differences between formal and informal policy as it plays out in the everyday practice of educational leaders and teachers; and consider the role education leaders play in interpreting and adapting policy. |
3 |
| ELHE 7609 | Law and Educational Reform This course addresses the role of law in education reform and the relationship between law and social science in efforts to promote educational attainment in the nation’s elementary and secondary schools. |
3 |
Choose 1 of these courses
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7707 | Leadership for Social Justice This course introduces students to the theory and practice of leadership for social justice at the school and district level. In particular, students will learn about leadership that is culturally and linguistically responsive; strengthens parent-community-school relationships; and formulates diversity policies to promote educational equity for students from diverse groups. |
3 |
| ELHE 7712 | School Leadership for Emergent Bilinguals This course strengthens the knowledge and skills of current and aspiring school leaders to ensure that culturally and linguistically diverse (CLD) students experience optimal opportunities to learn. Shifting demographics in the US have led to increasing enrollments of CLD students. These students come from a diversity of backgrounds and prior educational experiences, and speak a wide variety of languages, with varying English proficiency. They share a common experience as immigrants or children of immigrants. This course will help current and aspiring school and district administrators structure their schools to effectively educate CLD students. |
3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7756 | Reflection on Leadership Seminar This course serves as a capstone for students pursuing their Masters in Educational Leadership. The course supports students in synthesizing their learning across their program of studies, and prepares students for applying their learning as they continue on their career and vocational journey. The course is conducted in a seminar format, with students sharing in the leadership of the course discussions and activities. |
3 |
M.Ed. Catholic Leadership Cohort
The Catholic Leadership Cohort addresses the urgent need for strong leadership in Catholic schools. The program offers professional education, faith formation, and community development to emerging leaders, enriched by the Ignatian tradition.
In addition to being taught by respected faculty, cohort members recieve training from leadership coaches to develop the personal, interpersonal and organizational skills needed by every good leader. Members of the Catholic Leadership Cohort also participate in five retreats throughout their time in the program grounded in the Ignatian charism.
Catholic Leadership Cohort Program Brochure
For questions please reach out to the Roche Center for Catholic Education at 617-552-4187 or email catholic@bc.edu.
Program start dates: Fall 2020, Fall 2022
Please note the program will be offered every other year.
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7701 | Introduction to Educational Leadership and Change This course centers on the core work of teaching and learning and brings a foundational focus to the work of educational administration, paying particular attention to how that work is supported by the cultural, technical, political, and ethical systems of the school. |
3 |
| ELHE 7726 | Organizational Theory and Learning Rather than focusing on traits of the individual leader, this course focuses on the dimensions of organizations and teams that both facilitate and complicate leadership. Examples include managing conflict, developing a shared vision, and differentiating between technical and adaptive change. |
3 |
| ELHE 7727 | Family and Community Engagement This course will explore the theory and practice of family-school-community relationships with a particular focus on the role of school leaders in enacting organizational models, educational programs, and political strategies designed to increase authentic parent and community participation in schools and other educational organizations. |
3 |
| ELHE 7708 | Instructional Leadership This course introduces students to many of the contested issues in the field of supervision, such as the relationship between supervision and teacher development, teacher empowerment, teacher alienation, learning theories, school effectiveness, school restructuring, curriculum development, and scientific management. |
3 |
| ELHE 7711 | Using Data and Evidence for School Improvement This course prepares leaders to manage initiatives around continuous improvement and data-informed inquiry. Students will develop basic research skills that will contribute to evidence-based school improvement, including action research. Additionally, students will explore the landscape of supports and barriers to using data and other evidence effectively in schools. |
3 |
| ELHE 7103 | Educational Law and Public Policy This course addresses the political and legal aspects of the role of education in our democratic society. It provides an introductory survey of public policy issues and laws governing preschool, elementary, secondary, and higher education. |
3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE XXXX | Leading Change: Inquiry in Catholic Educational Leadership This course provides an overview of different forms of practitioner and action research methods. Participants will be able to identify a research question rooted in their current professional context and locate that question within a broader research problem important to the field of Catholic educational leadership. Participants will be able to connect questions of interest within the field of Catholic educational leadership to previous traditions in educational research.
|
3 |
| ELHE XXXX | Leading Change: Conducting Practitioner & Action Research in Catholic Schools Students will conduct their practitioner or action research studies during this course. Students will present the findings of their action research study and prepare a draft version of an “Education in Practice” submission for the Journal of Catholic Education. |
3 |
| ELHE 7505 | Transforming the Field of Catholic Education The following essential questions have been included in the initial drafts of the course redesign: What are the contemporary practice and policy dilemmas facing educational leaders in Catholic education? What organizational/institutional, legal, and educational solutions have been attempted to address these dilemmas and what has been their effect? What strategies can or should be pursued by educational leaders attempting to do the work of educational change in Catholic education? |
3 |
| Course | Course Title | Credit |
|---|---|---|
| ELHE 7756 | Reflection on Leadership Seminar This course serves as a capstone for students pursuing their Masters in Educational Leadership. The course supports students in synthesizing their learning across their program of studies, and prepares students for applying their learning as they continue on their career and vocational journey. The course is conducted in a seminar format, with students sharing in the leadership of the course discussions and activities. |
3 |
Where Do Our Graduates Work?
Employers
Princeton University
Brown University
University of Miami
Kyung Hee University
Fordham University
University of Connecticut
Merrimack College
Elms College
Monsignor Haddad Middle School
The Legal Aid Society
Roles
Communications & Outreach Coordinator
Study Abroad Advisor
Director of Enrollment Marketing and Operations
Policy Analyst
Admission Counselor
Career Consultant
Resident Director
President
Guidance Counselor
Education Attorney
Career paths chosen by previous graduates of the ELHE Department.
Application Information
PrintDeadlines
- Fall Term
- Regular Decision:
- 6/14/2020
- Rolling Admission Ends:
- 7/13/2020
- Classes Begin:
- 8/31/2020
Application Form
A non-refundable application fee of $65 is waived for the Spring 2020, Summer 2020, and Fall 2020 program start dates.
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
Two letters of recommendation are required with at least one required from an academic source. Applicants may submit one additional recommendation of their choice.
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
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.
International Students
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.
Transcripts
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.
English Proficiency
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.
Exemptions
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
Conditional Acceptance
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.