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.

Application Info

 

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 terms.

 Key Dates

Fall Term
Fall Classes Start: August 30, 2021

Spring Term
Regular Decision: November 16, 2021
Rolling Admission Ends: December 6, 2021
Spring Classes Start: January 18, 2022

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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.

Financial Aid, Scholarships, and Federal Aid

 

Program Faculty & Expertise

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:

 

What Will I Study?

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

Program of Study

The Educational Leadership program offers 4 Pathways to a Master's Degree

M.Ed. General Track 
M.Ed. Licensure Track 
  • Students seeking Massachusetts principal licensure 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. The practicum must occur within the state of Massachusetts, and the SEI endorsement requires an in-person component.
  • 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.

 

For more information please review the Administrator Certification & Licensing page. 

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.

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.

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.

Inquire Here

Program Senior Instructors

Jill Geiser

Jill Geiser is a dedicated, activist educator who aims to foster equity and quality in public education for all students. She has spent her career in education leadership in urban and suburban settings, working to develop educational programs that serve all students well.  She is currently the Assistant Superintendent of Billerica Public Schools, focusing on building instructional capacity in schools across the district, using data to inform instructional and programmatic decisions, infusing creativity in learning experiences, and strengthening connections between families and schools. Stemming from her dissertation research, she explores the relationship between policy and practice and the different ways policy decisions impact schools, organizational learning and culture.

Prior to her current position, Geiser served as principal of a PreK-8 school in Somerville, MA, assistant principal of an urban high school and principal of a turnaround middle school in Lawrence, MA. Geiser’s interest in education leadership was fueled by her work at a refugee youth program in New York City, where she developed after school and summer school programs for newly-arrived refugee youth. Prior to stepping into administrator roles, she taught elementary, middle, high school, and higher education, in the U.S. and overseas. She earned a bachelor’s degree in English from the University of Delaware, a master’s degree in ESL from UMASS/Boston, a Master of Education in Education Leadership from Teachers’ College, Columbia University, and a Doctor of Education in Educational Leadership through the Professional School Administrator Program (PSAP) from Boston College.

Curriculum Vitae

Bridget Gough

 

Bridget Gough currently serves as the Superintendent of Walpole Public Schools. Prior to her Superintendency, she was the assistant superintendent of Walpole Schools and principal (as well as assistant principal) at Bird Middle School. Prior to entering administration roles, she taught English and social studies in grades 5-8. Her educational background includes a B.S. in Education from Lesley University, M.A. in Curriculum and Instruction from Lesley University, C.A.G.S. in Educational Leadership from the Bridgewater State University, and an Ed.D. in Educational Leadership from Boston College. 

Dr. Libano is a 2012 graduate of BC’s Ed.D. program in educational leadership, also known as the Professional School Administrator Program (PSAP). He has eighteen years of school administrative experience, fourteen serving as the high school principal in Sharon, Massachusetts. 

A native of Dallas, Texas and an alum of Jesuit College Preparatory School of Dallas, Dr. Libano earned his bachelor’s and master’s degrees at Providence College. Prior to becoming a school administrator, he taught high school math in both Rhode Island and Massachusetts. 

Since graduating from the Lynch School in 2012, Dr. Libano has worked with graduate students pursuing master’s and doctoral degrees at BC – first as a field supervisor to those completing their principal practicums, and now as a Senior Instructor and the Coordinator of Principal Licensure Preparation. He is licensed as a principal in multiple states, including Massachusetts, Rhode Island, Connecticut, and New York. 

Dr. Libano lives in Cumberland, RI with his wife, Yvonne, and their pet pug, Frankie. Among other interests, his passions in the field of education include equity, adaptive/situational leadership, and school day scheduling.  

Curriculum Vitae

 

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

Print
  • B.A./B.S. is required for admission
  • The GRE is accepted, but is not required
  • Professional experience in educational settings preferred 

Deadlines

Spring Regular Decision:
11/16/2021
Spring Rolling Admission Ends:
12/6/2021
Spring Classes Begin:
1/16/2022

Application Form

Apply Now

A non-refundable application fee of $65 is waived for the Spring 2021 program start date.

 

 

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

Submitting GRE test scores is optional and not required for 2021 entry term(s). If you wish to send GRE scores, the Lynch School 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.

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