Master of Education (M.Ed./M.A.T.) in Reading and Literacy

The graduate Reading/Literacy Education licensure program is designed to prepare licensed classroom teachers and resource room specialists for specialized literacy instruction in schools. Literacy specialists provide critical supports in schools by working with both students and teachers to prevent and remediate language and literacy difficulties in children. Eligible applicants must have at least one year of teaching to meet Massachusetts Literacy Specialist licensure standards. The program conforms to the Standards for Reading Professionals of the International Literacy Association.

Students should carefully plan programs in consultation with the program advisor to see that degree and licensure requirements are met. Classroom teachers must meet with the practicum director to create a proposal to fulfill practicum requirements while remaining in their own classroom.

Financial Assistance

Education should level the playing field – we feel the same way about financial aid.

The Lynch School of Education 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:

At a Glance

How many courses?

This program consists of 10 courses and practicum, for a total of 30 credits.


How long will it take?

Full time students will typically complete the program in 2 years.


When can I start?

Students can begin the program only in the Fall semester


Program Faculty & Expertise

What will I study?

Course Course Title  Credit
EDUC6346

Teaching Bilingual Students (Elementary) or EDUC6347 Teaching Bilingual Students (Secondary)

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. 

3
EDUC7621 

Literacy and Assessment in Secondary School

Explores first and second language and literacy development of children raised bilingually as well as students acquiring a second language during pre-school, elementary, or secondary school years. Also addresses theories of first and second language acquisition, literacy development in the second language, and factors affecting second language and literacy learning. 

3
EDUC7543 

Teaching Language Arts  

Examines the development of written and spoken language and methods of instruction for oral and written language from the preschool years through early adolescence. Students learn strategies for identifying children's areas of strength and weakness and to plan instruction. 

3
EDUC6592 Foundation of Language and Literacy Development 

Provides students with a comprehensive overview of major theories and research in language and literacy including theories of instruction. Emphasis is placed on major reports on literacy instruction as well as critiques of those reports. 

3

EDUC6595

 Assessment and Instruction of Students with Reading Difficulty

Examines the methods and materials related to formal and informal assessment, analysis, and interpretation of the results of assessment and instructional techniques for students with a range of reading difficulties (K-12). Focus is on the needs of students from varied populations.

3
EDUC6363 

Children’s Literature 

This course explores the influences, appeal, and impact of children's literature. Students will be expected to develop and apply criteria to evaluate the value of using children's literature in different contexts. Critical questions will be explored in relation to children's literature.

3
EDUC7431 

Graduate Inquiry Seminar I 

The course will coincide with the pre-practicum experience. It is designed to introduce teacher candidates to inquiry as stance and the skills necessary to conduct classroom-based research that leads to pupil achievement and teaching for social justice. 

3
EDUC7432 

Graduate Inquiry Seminar II 

The primary goal of this capstone seminar is to initiate teacher candidates into the practice of teacher research or collaborative inquiry for action. Collaborative Inquiry for Action is an ongoing, collaborative process of systematic and self-critical inquiry by educators about their own schools and classrooms in order to increase teachers' knowledge, improve students' learning, and contribute to social justice.

3
EDUC7610

Specialist License Practicum/Clinical Experience

A semester-long, full-time clinical experience for advanced level students working in schools in a professional role. Covers the following graduate licensure programs: Reading, Moderate Special Needs, and Intense Special Needs. 

3
EDUC8100  Master’s Comprehensive Examination 0

Where do our department graduates work?

St. John's Preparatory School

Assistant Principal of Academics

Littleton Public Schools

Fourth Grade Teacher

Papillion La Vista School District

Sixth Grade Teacher

Concord-Carlisle Regional School District

High School History Teacher

Museum of Science

Director of Exhibits

Goodwin Procter LLP

Court Procedures Attorney

Boston Public Schools

First Grade Teacher

Needham Public Schools

Special Education Teacher

Steppingstone Foundation

Mathematics Instructor 

North Attleborough Public Schools

School Principal and ELL Coordinator

Career paths chosen by previous graduates of the TESpECI Department.

 

Application Information

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Click the boxes below for additional details on each item

Deadlines

Fall/Summer
Early Decision
11/1/18
Regular Decision
1/9/19
Rolling Admission
After 1/9/19
Spring
Regular Decision
11/1/18

Application Form

Apply Now

A non-refundable application fee of $75 is required, however, this fee is waived for select applicants.

 

 

 

 

 

 

 

 

 

 

 

 

Résumé

In addition to your academic history and relevant work experience, please include:

  • Any teaching or counseling experience (including any licenses already held);
  • Any social justice related experience; 
    Any language skills other than English (especially Spanish language skills) 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

Two letters of recommendation from academic sources are required, but applicants with significant relevant professional experience may submit additional letters of reference from supervisors.

Transcripts

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

Standardized Tests

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.

Writing Sample

Not required.

International Students

International applicants are encouraged to apply to the Lynch School of Education. Learn about requirements for international students.