Autism Endorsement for Teachers

The Autism Endorsement for Teachers certificate program includes both coursework and a field experience for licensed special education teachers to acquire the competencies necessary to conduct assessments, develop appropriate individualized education programs, provide specially designed instruction. Students develop skills to coordinate related services and consult and collaborate with other educators, including general education teachers, to teach students with autism.

Eligibility for Autism Endorsement
To be eligible for the autism endorsement, applicants must hold the pre-requisite Massachusetts teaching license; complete all of the curriculum and field experiences; and be endorsed through the DESE ELAR portal by Endicott’s Licensure Officer.

Prerequisite License for Autism Endorsement
Educators who hold one of the following licenses* at either the Initial or Professional level:

• Teacher of Students with Moderate Disabilities (PreK-8; 5-12)
• Teacher of Students with Severe Disabilities (All)
• Teacher of the Deaf and Hard-of-Hearing (All)
• Teacher of the Visually Impaired (All)

*Educators with comparable licenses may satisfy the prerequisite license requirement. For example, licenses such as Children with Severe Special Needs, Intensive Special Needs, Teacher of Special School and Classes and Special Needs.

Field Experiences for Autism Endorsement
There are two ways to meet the required field experiences component of the endorsement:

1. Complete a 150 hour field based experience of which at least 75 hours must be in an inclusive school setting.
2. For teachers with an appropriate prerequisite license and at least one year of teaching experience with students with autism; completion of a 75 hour field based experience, of which at least 50 must be in an inclusive school based setting.

Distinction from the Institute for Behavioral Studies Certificate in Autism
The Autism Teacher’s Endorsement is a curriculum and field experience, regulated by the MA Department of Elementary & Secondary Education, for licensed public school educators in the state of Massachusetts only. No master’s degree is required. The certificate program is an in-depth program that focuses on the use of ABA to serve the needs of individuals with ASD. Either program may serve as a pipeline for Endicott degrees in special education, Autism and Applied Behavior Analysis, or Applied Behavior Analysis. The autism certificate is often pursued by behavior analysts, speech therapists, or others who are interested in additional graduate coursework in the area of autism spectrum disorders, and who seek a credential specifying content knowledge in this area.

Early Childhood Education (Master of Education)

Those seeking an initial license in Early Childhood (PreK-2) follow the Initial Licensure program of study. Those seeking the master’s, but not the license, complete the Non-Licensure program of study.  The non-licensure master’s does not lead to licensure in the state of Massachusetts.

Prerequisite: Passing score on the Communication and Literacy MTEL
To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework, fieldwork, and Comprehensive Examination. Students are required to pass all required MTELs prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the Non-Licensure masters which replaces the Practicum and Reflective Seminar with two education electives. The non-licensure master’s does not lead to licensure in the state of Massachusetts and no MTELs are required in the non-licensure program.

Education - Fifth Year Program (Master of Education)

Through a year of full-time study, beginning immediately after completion of the undergraduate degree, students are able to complete their M.Ed. within a year.  Applicants holding a bachelor’s degree from another institution may also apply to Endicott’s Fifth year M.Ed. programs.

Endicott Teaching Fellows Program

This year-long program provides students the opportunity to gain classroom experience and complete a master’s degree in a single year. Teaching Fellows start their master’s-level courses in summer and continue to take courses throughout the school year. In September, they begin work in a partnering district and continue to intern full-time during the year. Fellows who seek an initial license complete practicum hours in the role of the license they are pursuing. Fellows receive continuous guidance and support from veteran teachers, Endicott supervisors, and education advisors. In exchange for one academic year of teaching, the district agrees to pay the equivalent of full graduate program tuition for their Teaching Fellow. Housing, health insurance and other living expenses are the responsibility of the student.

Social Justice Education Certificate

The Social Justice Education Certificate enables current classroom teachers the opportunity to understand themselves and learn to address inequities that exist in schools. Students will learn that they can both maintain high-quality content instruction and create a classroom with a social justice orientation; it is an approach to teaching, learning, and being that supports high-level thinking. To teach in contemporary classrooms requires a background in social justice pedagogy so that students are empowered and teachers understand their role in fostering change.

Educational Leadership with a Concentration in Higher Education (Doctor of Education)

Doctor of Education (Ed.D.) in Educational Leadership with a concentration in Higher Education Mission
Leadership for institutions of higher education requires creativity, flexibility, strategic thinking, and a respect for student-centered institutions. The mission of the Doctor of Education (Ed.D.) in Educational Leadership is to prepare professionals for leadership roles in the administration of colleges and universities, non-profit agencies and schools.

This doctoral program integrates research and practice so that doctoral students understand the historical, political, social, and philosophical aspects of colleges and universities which have challenges and opportunities. Applied learning, the hallmark of Endicott, is demonstrated through an apprenticeship in which doctoral students explore areas of specializations within senior leadership positions such as academic affairs, student development, institutional advancement, financial affairs, faculty development, and facilities.

The Doctor of Education (Ed.D.) in Educational Leadership is designed for professionals in higher education who wish to attain leadership positions in colleges or universities. In this cohort-based program, a combination of different roles, perspectives, and experiences enriches the program and its participants.

Educational Leadership with a Concentration in PreK-12 Education (Doctor of Education)

The Endicott College Education Doctorate (Ed.D.) Educational Leadership degree program with a concentration in PreK -12 Education has been carefully designed to be responsive to the needs of mid-career professionals offering coursework primarily online and through residency weekends focused on professional development. The Ed.D. program blends theory, research, and practice to address challenges faced by contemporary schools and trains scholar-practitioners whose knowledge, leadership, analytic and management skills will facilitate high levels of teacher and student performance. The year-long apprenticeship experience provides significant opportunity to apply learning along with mentor observations and input.

Educational Leadership: Principal/Assistant Principal with MA Initial Licensure (PreK-8, 5-12) (Master of Education)

This licensure program prepares educators for careers as Principals/Assistant Principals in public schools, and prepares students for eligibility for the initial license in Administrative Leadership in Massachusetts. Leadership preparation candidates in Massachusetts need to meet the requirements established for the Massachusetts Performance Assessment for Leaders (MA-PAL) in order to obtain your initial leadership license. The MA-PAL assessment system is designed to provide clear evidence of a candidate’s readiness for initial school leadership work. Preparation for the tasks to be completed towards the Massachusetts Performance Assessment are integrated into coursework, but evidence of completion of the PAL is a separate requirement for licensure in Massachusetts.

Coursework includes two modules:
• Core Module - 24 credits of diverse coursework general to all roles in Administrative Leadership. This coursework carefully follows the Standards and Indicators for Administrative Leadership in Massachusetts, and will provide students with a thorough grounding and introduction to leadership roles and responsibilities in schools. The first four courses include at least 20 hours of structured pre-practicum hours in schools. These pre-practicum ‘activities’ are carefully matched to each applicable Standard and Indicator for Administrative Leadership.

• License-Specific Module - 12 to 15 credits of in-depth coursework in the specific licensure area:
- Principal/Assistant Principal [PreK-8, 5-12]
- Special Education Administrator

Each license-specific course also includes at least 20 hours of structured practicum hours in schools; these hours are carefully structured in the specific role and responsibility of the license sought.

Prerequisites
• Baccalaureate degree for a regionally accredited college or university
• Passing score on Communications and Literacy (Reading and Writing) MTEL
• Completion of at least three years of school-based employment in which the candidates holds a license, or at least three years of equivalent employment in another educational-related setting

Pre-Practicum Requirements
• Twenty out-of-class hours for each of the four first courses (total of 80 hours) -with the exception of EA510 for Sheltered English Immersion- is devoted to pre-practicum hours in the public schools. Satisfaction of this requirement is met through specified pre-practicum activities, completion of the out-of-class hours log sheet, and a detailed summary of the pre-practicum experiences for each course.

Educational Leadership: Principal/Assistant Principal, General Studies (Master of Education)

This program prepares educators for careers as principals, vice principals, head of school or dean of students in primarily private or alternative schools.

Educational Leadership: Special Education Administrator with MA Initial Licensure (All Levels) (Master of Education)

This licensure program prepares educators for careers as Special Education Administrators in public schools, and prepares students for eligibility for the initial license in Administrative Leadership in the Commonwealth of Massachusetts. Leadership preparation candidates in Massachusetts need to meet the requirements established for the Massachusetts Performance Assessment for Leaders (MA-PAL) in order to obtain your initial leadership license, in addition to completing the program. The MA-PAL assessment system is designed to provide clear evidence of a candidate’s readiness for initial school leadership work. Preparation for the tasks to be completed towards the Massachusetts Performance Assessment are integrated into coursework, but evidence of completion of the PAL is a separate requirement for licensure in Massachusetts.

Coursework includes two modules:
• Core Module - 24 credits of diverse coursework general to all roles in Administrative Leadership. This coursework carefully follows the Standards and Indicators for Administrative Leadership in Massachusetts, and will provide students with a thorough grounding and introduction to leadership roles and responsibilities in schools. The first four courses include at least 20 hours of structured pre-practicum hours in schools. These pre-practicum ‘activities’ are carefully matched to each applicable Standard and Indicator for Administrative Leadership.

• License-Specific Module - 12 to 15 credits of in-depth coursework in the specific licensure area:
- Special Education Administrator

Each license-specific course also includes at least 20 hours of structured practicum hours in schools; these hours are carefully structured in the specific role and responsibility of the license sought.

Prerequisites
• Baccalaureate degree for a regionally accredited college or university
• Passing score on Communications and Literacy (Reading and Writing) MTEL
• Completion of at least three years of school-based employment in which the candidates holds a license, or at least three years of equivalent employment in another educational-related setting

Pre-Practicum Requirements
• Twenty out-of-class hours for each of the four first courses (total of 80 hours) -with the exception of EA510 for Sheltered English Immersion- is devoted to pre-practicum hours in the public schools. Satisfaction of this requirement is met through specified pre-practicum activities, completion of the out-of-class hours log sheet, and a detailed summary of the pre-practicum experiences for each course.

Educational Leadership: Special Education Administrator, General Studies (Master of Education)

This program prepares educators to chair special education departments and develop the necessary skills to advocate for special education students in primarily private or alternative schools.

Elementary Education (Master of Education)

Those seeking an initial license in Elementary Education (1-6), who meet the licensure program requirements, follow the Initial Licensure program of study. Those seeking the master’s, but not the license, complete the Non-Licensure program of study.  The non-licensure master’s does not lead to licensure in the state of Massachusetts.

Prerequisite: Passing score on the Communication and Literacy MTEL
To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework, fieldwork, and Comprehensive Examination. Students are required to pass all required MTELs prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the Non-Licensure masters which replaces the Practicum and Reflective Seminar with two additional education courses. The Non-Licensure master’s does not lead to licensure in the state of Massachusetts and no MTELs are required in the Non-Licensure program.

Certificate in Elementary Education

The courses in the post-baccalaureate Certificate in Elementary Education program allow candidates to earn their MA teaching license. Some candidates may already hold a Master’s degree. 

Higher Education Leadership (Master of Education)

The Master of Education in Higher Education Leadership is a 36-credit degree program, for practitioners wanting to transition into higher education positions as scholars, contributors within your field and change makers. This program will let you will delve deeply into areas of interest, drawing on past professional experience, and looking for ways to share and expand your expertise in the field.

International Education (Master of Education)

The Master of Education in International Education is designed to raise the competencies of teachers and administrators in a number of educational areas including curriculum development, using technology in the classrooms, assessment, language diversity and international communications, leadership and teaching methodologies. Students are supplied with a program of studies that will assist classroom teachers, administrators and education specialists to meet the needs of diverse student populations in international schools.   Educators are challenged to create an educational environment that encourages ongoing transformation, innovation, and skill development that are the foundation of excellent teaching.

Note: The International Education specialization program is NOT linked to Massachusetts teacher licensure.

International Education Administration

The Master of Education in International Education Administration is a dynamic, intensive 36 credit learning experience. Students in this accelerated program will cultivate leadership skills through study, reflection and experimentation in negotiation, communication and mediation, personnel and financial management, curriculum design and leadership, measurement and evaluation, and innovative leadership practices. Drawn from international, private, and public school standards and based upon strong theoretical foundations, International Education Administration courses reflect the practical, hands-on learning necessary for effective leadership in K-12 schools. The program is designed to provide the skills and tools experts, researchers, and practitioners believe leaders need in our changing, complex global environment. Completion of the capstone Leadership Development Seminar provides students with a personal, action-oriented, leadership development plan ready for use to make a significant difference in guiding schools forward and improving the international educational environment.

Note: The International Education Administration program is NOT linked to Massachusetts teacher licensure.

International Education Curriculum Development and Supervision (Master of Education)

The Master of Education in International Curriculum Development and Supervision is designed to raise the competencies of teachers, department heads, curriculum coordinators and administrators in areas including curriculum development, use of technology in the classroom, assessment, leadership and teaching methodologies to meet the needs of diverse student populations in international schools.   Educators are challenged to create excellent learning architectures and cultures of learning that encourages principles such as learner engagement, assessment “for, of, and as” learning, research and reflection on learning, inquiry, and understanding, as well as ongoing school enrichment, transformation, and innovation.

Note: The International Education Curriculum Development and Supervision program is NOT linked to Massachusetts teacher licensure.

International Education with a Concentration in Technology Integration (Master of Education)

This Master of Education (M.Ed.) program is designed to raise the competencies of educators in all fields by incorporating technology into schools and classroom settings to help students achieve their highest potential and to prepare for a rapidly changing world. Participants will develop specific competencies in the use of computer-mediated communications, management and instructional technologies of educators and support personnel. The aim in developing these specific competencies will ultimately be to enhance student learning. The focus will be on preparing both educators and students to function in knowledge-based environments in the global community. The degree activities will address technology in the classroom as well as the related functions in the school, including how students not only use technology but also how to leverage technology to have a healthy, informed lifestyle.

Note: The International Education/Educational Technology specialization program is NOT linked to Massachusetts teacher licensure.

International Education with a Specialization in Teaching English as a Second Language (Master of Education)

The Master of Education in International Education, with a specialization in Teaching English as a Second Language, is designed to assist classroom teachers, administrators, and educational specialists to meet the needs of diverse student populations in international schools abroad and in domestic schools with diverse, multicultural student bodies. This M.Ed. specialization is appropriate for those currently teaching ESL and for seasoned and novice educators seeking to enhance their knowledge and competence in theoretical and practical methods of teaching English as a Second Language. Educators teaching in English across disciplines, cultures, and content areas will gain critical competence in improving the achievement of second language learners. The program has been designed to allow teachers to complete their degrees within reasonable periods of time while continuing their international work.
 

Note: The International Education/ESL specialization program is NOT linked to Massachusetts teacher licensure.

International Education Administration Certificate

The Certificate in International Education Administration is a dynamic, intensive 15 credit learning experience (often needed to move up a salary scale) for those who already hold a Master’s degree in Education. The five courses can be completed within the current structure of the full online M.Ed. in International Education Administration program or within the courses offered in the blended programs in Madrid, Leysin and Prague.

Students will cultivate leadership skills through study, reflection and experimentation in negotiation, communication and mediation, personnel and financial management and innovative leadership practices. Drawn from international, private, and public school standards and based upon strong theoretical foundations, International Education Administration courses reflect the practical, hands-on learning necessary for effective leadership in K-12 schools. The program is designed to provide the skills and tools that experts, researchers, and practitioners believe leaders need in our changing, complex global environment.

Organizational Behavior and Learning (Master of Science)

At the core of any organization is its people, and understanding how humans behave is crucial if an organization wants to succeed in today’s demanding professional environments. The Master of Science in Organizational Behavior and Learning is a 36 credit program that explores how people act in individual, group, and institutional settings. Our curriculum includes perspectives from psychology, sociology, education, communication, and leadership studies to provide students with a nuanced understanding of how organizations work. What sets our program apart is its inquiry-based, data-driven approach to studying organizational issues. With an emphasis on applied learning and systems thinking, students will be able to: leverage this conceptual foundation; cultivate, inspire, and lead diverse talent; and create the conditions necessary for positive organizational change.

Reading and Literacy Instruction with a concentration in Reading Specialist Licensure Endorsement (Master of Science)

Reading and Literacy Instruction - General Studies (Master of Science)

Certificate in Reading & Literacy

he courses in the post-baccalaureate Certificate in Reading & Literacy program allow candidates to earn their MA teaching license. Some candidates may already hold a Master’s degree. 

Secondary Education (Master of Education)

Those seeking an initial license in Secondary Education, who meet the licensure program requirements, follow the Initial Licensure program of study. Endicott offers licensure in the following areas: General Science, History, Biology, English, Math, Chemistry, Physics and Middle School Humanities. Secondary Education students enroll in a methods in the content area course which covers the methods for teaching these various content areas based on their program (ES 555, GS 555, HST 555, BIO 555, ENG 555, MTH 555, CHE 555, PHY 555, HUM 555). Depending on the specific area of licensure, the grade level varies. Those seeking the master’s, but not the license, complete the Non-Licensure program of study, with no MTEL requirement. The non-licensure masters does not lead to licensure in the state of Massachusetts. Those who seek only the license can complete the Non-Degree Initial Licensure Program of Study. 
 
Prerequisite for Initial Licensure: Passing score on the Communication and Literacy MTEL. To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework and fieldwork. Students are required to pass the Subject Matter MTEL prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the Non-Licensure masters which replaces the Practicum and Reflective Seminar with two education electives. 

Certificate in Secondary Education

The courses in the post-baccalaureate Certificate in Secondary Education program allow candidates to earn their MA teaching license. Some candidates may already hold a Master’s degree. 

Social Emotional Learning (Master of Education)

The Master of Education in Social Emotional Learning is a 36 credit non-licensure program. The intent of this program is to be the trailblazer in this area. What differentiates this M.Ed. in Social Emotional Learning is that students will be trained with an integrated, connected approach to understanding and implementing the research about social emotional development as an overarching premise of the educational process, rather than something that is added to an already demanding PreK-12 curriculum. Students will master content-specific skills relevant to social emotional development, participate in a 300 hour, two semester practicum where they will apply these mastered skills in their own professional educational settings, and culminate with a Master’s Thesis that is a research-based, practical, and overarching social emotional initiative that they will be able to apply to their current or potential professional position.

Social Emotional Learning Certificate

This 15-credit certificate will provide the skills and techniques to support your students develop critical attributes and improve problem solving, self-management, relationship and social awareness skills as part of students’ holistic learning.

Practitioner SPED Certificate pre-K-8

Practitioner SPED Certificate 5-12

Special Education, Moderate Disabilities (Master of Education)

Those seeking an initial license in Special Education Moderate Disabilities (PreK-8; 5-12), who meet the licensure program requirements, follow the Initial Licensure program of study. At the start of the program, students will choose a grade level, PreK-8 or 5-12 in which they will earn their moderate disabilities license.Those seeking the master’s, but not the license, complete the Non-Licensure program of study, with no MTEL requirement. The non-licensure masters does not lead to licensure in the state of MA. Those who hold a current, initial license in the field are eligible to complete the Professional Licensure Program of Study. The non-degree Moderate Disabilities Professional Licensure program prepares special education teachers who already hold a master’s degree and an Initial License in Teacher of Students with Moderate Disabilities with a program of study that prepares them to be eligible for Professional Licensure in Massachusetts at both the PreK-8 and 5-12 levels. 
 
Prerequisite for Initial Licensure: Passing score on the Communication and Literacy MTEL. To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework and fieldwork. Students are required to pass all required MTELs prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the Non-Licensure masters which replaces the Practicum and Reflective Seminar with two education electives.  The non-licensure master’s does not lead to licensure in the state of Massachusetts and no MTELs are required in the Non-Licensure program of study.

Eligibility for Professional Licensure - In addition to completing the Professional Licensure Program of Study, in order to be eligible for a Massachusetts Professional level teacher license, a person must hold an Initial license in the same field as the Professional license sought, hold an SEI endorsement, been employed under the Initial license for at least three (3) years, and completed an induction and mentoring program. Please see Endicott’s Licensure Officer with any questions. Prerequisite for Professional Licensure: Initial License in Moderate Disabilities. 

Special Education, Severe Disabilities (Master of Education)

Those seeking an initial license in Special Education Severe Disabilities (All Levels), who meet the licensure program requirements, follow the Initial Licensure program of study. Those seeking the master’s, but not the license, complete the Non-Licensure program of study, with no MTEL requirement. The non-licensure masters does not lead to licensure in the state of MA. Those who hold a current, initial license in the field are eligible to complete the Professional Licensure Program of Study. 
 
Prerequisite for Initial Licensure: Passing score on the Communication and Literacy MTEL. To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework and fieldwork. Students are required to pass all required MTELs prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the Non-Licensure masters which replaces the Practicum and Reflective Seminar with two education electives.  The non-licensure master’s does not lead to licensure in the state of Massachusetts and no MTELs are required in the Non-Licensure program of study.
 
Eligibility for Professional Licensure - In addition to completing the Professional Licensure Program of Study, in order to be eligible for a Massachusetts Professional level teacher license, a person must hold an Initial license in the same field as the Professional license sought, hold an SEI endorsement, been employed under the Initial license for at least three (3) years, and completed an induction and mentoring program. Please see Endicott’s Licensure Officer with any questions. Prerequisite for Professional Licensure: Initial License in Severe Disabilities (All Levels)

Special Education, Deaf and Hard of Hearing (All Levels) (Master of Education)

Teachers of the Deaf and Hard of Hearing (DHH) are in high demand worldwide. Many DHH programs for them do not focus on the combinations of needs associated with being DHH and having other special education needs. This program is unique among offerings in the state of Massachusetts because it prepares educators to understand and apply relevant research from multiple fields, and teach students who are DHH in a variety of  educational contexts. This preparation is done through coursework in: Deaf history and culture; American Sign Language and principles of language development to foster learning; diverse learners who utilize a variety of communication modalities (including those who utilize assistive and  augmentative technologies); inclusive education philosophy and practice; writing and assessing Individualized Education Plans (IEPs); and the positive impact of Deaf culture on hearing societies. Those seeking an initial license in Deaf and Hard of Hearing (All Levels), who meet the licensure program requirements, follow the Initial Licensure program of study.
 
Prerequisite for Initial Licensure: Passing score on the Communication and Literacy MTEL. To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework and fieldwork. Students are required to pass all required MTELs prior to enrolling in the practicum.

Certificate in Special Education, Moderate Disabilities

The courses in the post-baccalaureate Certificate in Special Education, Moderate Disabilities program allow candidates to earn their MA teaching license. Some candidates may already hold a Master’s degree. 

Certificate in Special Education, Severe Disabilities

The courses in the post-baccalaureate Certificate in Special Education, Severe Disabilities program allow candidates to earn their MA teaching license. Some candidates may already hold a Master’s degree. 

Special Education and Applied Behavior Analysis (Master of Education)

This program prepares students to work with children with moderate disabilities who participate in integrated/self-contained classrooms, home-based or other educational environments.  The program does not lead to teacher licensing.  The program meets the educational requirements to sit for the Board Certified Behavior Analysts exam. This is a unique, advanced-level component that focuses on the application of behavioral principles in addressing the needs of exceptional learners. It should be noted that licensure in any state would likely require significant additional coursework approved by those states in which the individual seeks licensure as a special educator.

Licensure/Board Certification
The M.Ed. and Certificate programs offered through the Department of Applied Behavior Analysis at Van Loan meet the educational requirements that allow students to apply to sit for the Board Certified Behavior Analyst (BCBA©) examination administered by the Behavior Analyst Certification Board (BACB©), as well as the academic standards for Licensure as a Licensed Applied Behavior Analyst (LABA) in the Commonwealth of Massachusetts. Students planning to apply for Licensure or to sit for the BCBA exam upon graduation should consult with their Academic Advisor regarding meeting the MA Division of Professional Licensing, BACB, and departmental standards for internship experiences and supervision. Please Note: For students living outside of Massachusetts regulations regarding licensing differ from state to state. Please be sure to check your local state licensing board if you plan to apply for a license outside the state of Massachusetts. 

Special Education and Applied Behavior Analysis, Moderate Disabilities with MA Licensure (Master of Education)

The Master of Education in Special Education and Applied Behavior Analysis in Moderate Disabilities (PreK-8 or 5-12) is a program that allows students to be prepared to teach as a special educator in the state of MA and to sit for the Board Certified Behavior Analyst (BCBA) examination and obtain an initial or professional license in Moderate Disabilities. 

Initial Licensure

Students must pass the Communication and Literacy MTEL to be admitted to the program. To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework and fieldwork. Students are required to pass all required MTELs prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the non-licensure master’s degree which replaces the Practicum and Reflective Seminar with two education electives. 

Professional Licensure

In addition to completing the Professional Licensure Program of Study, to be eligible for a Massachusetts Professional level teacher license, a person must hold an Initial license as a teacher of students with moderate disabilities (PreK-8 or 5-12) and have been employed under the Initial license for at least three (3) years. Candidates must be able to document that they have completed a one-year induction program with a mentor and completed 50 hours of mentored experience beyond their induction year. 

Licensure/Board Certification
The M.Ed. and Certificate programs offered through the Department of Applied Behavior Analysis at Van Loan meet the educational requirements that allow students to apply to sit for the Board Certified Behavior Analyst (BCBA©) examination administered by the Behavior Analyst Certification Board (BACB©), as well as the academic standards for Licensure as a Licensed Applied Behavior Analyst (LABA) in the Commonwealth of Massachusetts. Students planning to apply for Licensure or to sit for the BCBA exam upon graduation should consult with their Academic Advisor regarding meeting the MA Division of Professional Licensing, BACB, and departmental standards for internship experiences and supervision. Please Note: For students living outside of Massachusetts regulations regarding licensing differ from state to state. Please be sure to check your local state licensing board if you plan to apply for a license outside the state of Massachusetts. 

Special Education and Applied Behavior Analysis, Severe Disabilities with MA Licensure (Master of Education)

The Master of Education in Special Education and Applied Behavior Analysis in Severe Disabilities (All Levels) is a program that allows students to be prepared to teach as a special educator in the state of MA and to sit for the Board Certified Behavior Analyst (BCBA) examination and obtain an initial or professional license in Severe Disabilities. 

Initial Licensure
Students must pass the Communication and Literacy MTEL to be admitted to the program. To meet the licensure program requirements, students must successfully complete all of the required MTELs, coursework and fieldwork. Students are required to pass all required MTELs prior to enrolling in the practicum. Students who are unable to meet these requirements can complete the non-licensure master’s degree which replaces the Practicum and Reflective Seminar with two education electives. 

Professional Licensure
In addition to completing the Professional Licensure Program of Study, to be eligible for a Massachusetts Professional level teacher license, a person must hold an Initial license as a teacher of students with moderate disabilities (PreK-8 or 5-12) and have been employed under the Initial license for at least three (3) years. Candidates must be able to document that they have completed a one-year induction program with a mentor and completed 50 hours of mentored experience beyond their induction year.

Licensure/Board Certification
The M.Ed. and Certificate programs offered through the Department of Applied Behavior Analysis at Van Loan meet the educational requirements that allow students to apply to sit for the Board Certified Behavior Analyst (BCBA©) examination administered by the Behavior Analyst Certification Board (BACB©), as well as the academic standards for Licensure as a Licensed Applied Behavior Analyst (LABA) in the Commonwealth of Massachusetts. Students planning to apply for Licensure or to sit for the BCBA exam upon graduation should consult with their Academic Advisor regarding meeting the MA Division of Professional Licensing, BACB, and departmental standards for internship experiences and supervision. Please Note: For students living outside of Massachusetts regulations regarding licensing differ from state to state. Please be sure to check your local state licensing board if you plan to apply for a license outside the state of Massachusetts.