Programs
Early Childhood Education
Early Childhood Education (Master of Education)
Doctor of Philosophy in Education
Doctor of Education
Educational Leadership
Educational Leadership: School Principal/Assistant Principal with MA Initial Licensure (PreK-8, 5-12) (Master of Education)
Educational Leadership: School Principal/Assistant Principal, General Studies (Master of Education)
Educational Leadership: Special Education Administrator with MA Initial Licensure (All Levels) (Master of Education)
Educational Leadership: Special Education Administrator, General Studies (Master of Education)
Elementary Education
Elementary Education (Master of Education)
Certificate in Elementary Education
International Education
International Education (Master of Education)
International Education Administration (Master of Education)
International Education Curriculum Development and Supervision (Master of Education)
International Education with a Concentration in Technology Integration (Master of Education)
International Education with a Specialization in Teaching English as a Second Language (Master of Education)
International Education Administration Certificate
Reading & Literacy Instruction
Reading & Literacy Instruction with MA Licensure as a Reading Specialist (Master of Science)
Reading & Literacy Instruction, General Studies (Master of Science)
Certificate in Reading & Literacy
Secondary Education
Secondary Education (Master of Education)
Certificate in Secondary Education
Social Emotional Learning
Social Emotional Learning (Master of Education)
Social Emotional Learning Certificate
Special Education and Applied Behavior Analysis
Special Education and Applied Behavior Analysis (Master of Education)
Special Education and Applied Behavior Analysis, Moderate Disabilities with MA Licensure (Master of Education)
Special Education and Applied Behavior Analysis, Severe Disabilities with MA Licensure (Master of Education)
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 general studies 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, and fieldwork.. 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.
Curriculum Requirements - Total Credits Required: 36
Required Curriculum with MA Initial Licensure
As regulated by the Massachusetts Department of Elementary and Secondary Education, the practicum requires 300 hours with a minimum of 100 hours of full responsibility in the role and grade level of the license sought. Students must have their practicum placement, supervising practitioner, and hours approved by Endicott staff before enrolling in the practicum course. Additional hours may be assigned at the discretion of the Dean, Director, Associate Director or Assistant Director.
Note: All courses in the program are required to obtain the Initial license
Electives - 12 Credits
*Electives are chosen in consultation with the student’s advisor
Learning Outcomes
Upon completion of the program, students will:
- Demonstrate subject matter expertise
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
- Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
- Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
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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.
Curriculum Requirements - Total Credits Required: 15
Learning Outcomes
Upon completion of this program, students will:
- Develop a social justice orientation for their classroom
- Understand how their identity as a teacher impacts marginalized students
- Develop pedagogy for inclusive practices that address inequities and foster cultural responsiveness
- Demonstrate expertise, mastery, and ability to implement the skills related to understanding and engaging in culturally responsive classroom management.
Education with a concentration in Curriculum & Teacher Education (Doctor of Philosophy)
Curriculum Requirements - Total Credits Required: 60
Foundational Coursework - 9 Credits
Research Methods and Literature Review - 24 Credits
Electives - 12 Credits
Choose four from the following courses:
Research Apprenticeship - 6 Credits
Dissertation Sequence - 9 Credits
Education with a Concentration in Higher Education (Doctor of Philosophy)
Doctor of Philosophy in Education (PhD) 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 Philosophy in Education (PhD.) in Higher Education is to prepare professionals for transformational leadership roles in the administration of colleges and universities, non-profit agencies and schools.
This doctoral program emphasizes coursework and independent research 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 Philosophy in Education (PhD) in Higher Education is designed for professionals in higher education who wish to attain leadership positions in colleges or universities and produce original research to affect meaningful change. In this cohort-based program, a combination of different roles, perspectives, and experiences enriches the program and its participants. A first year residency is required and additional optional weekend residencies are available to support students in their pursuit of scholarly research.
Curriculum Requirements - Total Credits Required: 60
The Foundation Courses provide the framework for what we mean by scholar practitioner. Each of the Foundation Courses is grounded in the assumption that research in service of improved practice will facilitate deliberate change.
These courses address such issues as: how bias and our histories inform how we understand the world; how we can ethically identify and describe practice-embedded educational research; how conducting a literature review and integrating, from both practice and research, allows us to be transparent and critical about the ways we pursue and generate knowledge; how we can align research questions and approaches; and what it looks like to gather and work with research data to affect change.
Foundational Coursework - 9 Credits
Leadership Courses
Students choose two from the following:
Higher Education Leadership Electives - 9 Credits
Students must choose from three of the following:
Learning Outcomes
Upon completion of this program, students will:
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Locate, analyze and synthesize existing research to address problems in the field.
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Apply key concepts, theories, and frameworks from education and related fields of inquiry to critically examine leadership issues and decisions in higher education settings.
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Utilize social scientific research processes (qualitative, quantitative, and mixed methods) to develop and evaluate research.
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Communicate clearly with a scholarly audience via written research, oral presentations, and in dialog with each other.
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Conduct original scholarship that contributes significantly to the field.
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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 and is grounded in transformational leadership.
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.
Curriculum Requirements - Total Credits Required: 51
The Foundation Courses provide the framework for what we mean by scholar practitioner. Each of the Foundation Courses is grounded in the assumption that research in service of improved practice will facilitate deliberate change.
These courses address such issues as: how bias and our histories inform how we understand the world; how we can ethically identify and describe practice-embedded educational research; how conducting a literature review and integrating, from both practice and research, allows us to be transparent and critical about the ways we pursue and generate knowledge; how we can align research questions and approaches; and what it looks like to gather and work with research data to affect change.
Leadership Courses
Students Choose two from the following:
Higher Education Leadership Electives
Electives - 9 credits
Students must choose from three of the following:
Learning Outcomes
Upon completion of this program, students will:
- Locate, analyze and synthesize existing research to address problems in the field.
- Apply key concepts, theories, and frameworks from education and related fields of inquiry to critically examine leadership issues and decisions in higher education settings.
- Utilize social scientific research processes (qualitative, quantitative, and mixed methods) to develop and evaluate research.
- Communicate clearly with a scholarly audience via written research, oral presentations, and in dialog with each other.
- Conduct original scholarship that contributes significantly to the field.
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 residencies focused on professional development. The Ed.D. program blends theory, research, and practice to address challenges faced by contemporary schools and trains equity minded 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.
Curriculum Requirements - Total Credits Required: 51
The Foundation Courses provide the framework for what we mean by scholar practitioner. Each of the Foundation Courses is grounded in the assumption that research in service of improved practice will facilitate deliberate change.
These courses address such issues as: how bias and our histories inform how we understand the world; how we can ethically identify and describe practice-embedded educational research; how conducting a literature review and integrating, from both practice and research, allows us to be transparent and critical about the ways we pursue and generate knowledge; how we can align research questions and approaches; and what it looks like to gather and work with research data in the context of practice.
Leadership Courses
Students Choose two from the following:
K-12 Leadership Electives
Electives - 9 credits
Students must choose three of the following courses:
Learning Outcomes
Upon completion of this program, students will:
- Locate, analyze and synthesize existing research to address problems in the field.
- Apply key concepts, theories, and frameworks from education and related fields of inquiry to critically examine leadership issues and decisions in educational settings.
- Utilize social scientific research processes (qualitative, quantitative, and mixed methods) to develop and evaluate research
- Communicate clearly with a scholarly audience via written research, oral presentations, and in dialog with each other.
- Conduct original scholarship that contributes significantly to the field.
Educational Leadership: Principal/Assistant Principal with MA Initial Licensure (PreK-8, 5-12) (Master of Education)
This licensure program prepares educators for careers as equity minded and responsive 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.
Curriculum Requirements - Total Credits Required: 39
Core Module Requirements - 24 credits
Licensure Module Requirements - 15 credits
Learning Outcomes
Upon completion of the program, students will:
- Demonstrates knowledge of core administrator module standards, i.e., instructional leadership, management of operations, family and community engagement, and professional culture
- Demonstrates knowledge of license specific module standards, i.e., administration and supervision of special education programs and services and consultation and collaboration skills
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.
Curriculum Requirements - Total Credits Required: 36
Required Curriculum
Elective - 3 credits
Learning Outcomes
Upon completion of the program, students will:
- Demonstrates knowledge of core administrator module standards, i.e., instructional leadership, management of operations, family and community engagement, and professional culture
- Demonstrates knowledge of license specific module standards, i.e., administration and supervision of special education programs and services and consultation and collaboration skills
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.
Curriculum Requirements - Total Credits Required: 36
Core Module Requirements - 24 credits
Licensure Module Requirements - 12 credits
Learning Outcomes
Upon completion of this program, students will:
- Demonstrates knowledge of core administrator module standards, i.e., instructional leadership, management of operations, family and community engagement, and professional culture
- Demonstrates knowledge of license specific module standards, i.e., administration and supervision of special education programs and services and consultation and collaboration skills
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.
Curriculum Requirements - Total Credits Required: 36
Required Curriculum
Elective - 3 credits
Learning Outcomes
Upon completion of this program, students will:
- Demonstrates knowledge of core administrator module standards, i.e., instructional leadership, management of operations, family and community engagement, and professional culture
- Demonstrates knowledge of license specific module standards, i.e., administration and supervision of special education programs and services and consultation and collaboration skills
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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 General Studies 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 coursework, and fieldwork to receive Endicott’s endorsement for licensure. . Students are required to pass all required MTELs prior to being granted a license through MA DESE.
Curriculum Requirements - Total Credits Required: 36
Required Curriculum with MA Initial Licensure
As regulated by the Massachusetts Department of Elementary and Secondary Education, the practicum requires 300 hours with a minimum of 100 hours of full responsibility in the role and grade level of the license sought. Students must have their practicum placement, supervising practitioner, and hours approved by Endicott staff before enrolling in the practicum course. Additional hours may be assigned at the discretion of the Dean, Director, Associate Director or Assistant Director.
Electives - 12 Credits
*Electives are chosen in consultation with the student’s advisor
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate subject matter expertise
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
- Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
- Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
Certificate in Elementary Education
The courses in the post-baccalaureate Certificate in Elementary Education program allow candidates to earn their MA teaching license. This track is best for already hold a Master’s degree.
Curriculum Requirements - Total Credits Required: 27
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate subject matter expertise
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
- Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
- Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice.
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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.
Curriculum Requirements - Total Credits Required: 36
Required Curriculum
*Please note: IED574 has a pre-requisite of IED582 for this program
Learning Outcomes
Upon completion of this program, students will:
- Discover and articulate a personal philosophy of leadership
- Develop a repertoire of strategies to communicate with individuals who represent various cultural groups
- Identify and interpret research and theories that provide a framework for assessing and addressing issues in an international school setting
- Implement a broad variety of curriculum theory, design, and successful practices
- Describe multicultural, multilingual issues that deal with teaching and social changes in schools that have linguistically, culturally, and ethnically diverse populations
- Identify and analyze future trends and issues related to the functions and roles of practicing leaders in international school settings
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.
Curriculum Requirements - Total Credits Required: 36
Required Curriculum
*Please note: MIEA574 has a pre-requisite of IED582 for this program
Learning Outcomes
Upon completion of the program, students will:
- Demonstrate the practical skills necessary for effective leadership in international schools
- Develop the skills needed by practitioners in a changing and complex global environment
- Discover and articulate a personal philosophy of leadership
- Develop an action-oriented, leadership development plan to use to guide international schools in making improvements
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.
Curriculum Requirements - Total Credits Required: 36
Required Curriculum
*Please note: IED574 has a pre-requisite of IED582 for this program
Learning Outcomes
At the end of this program, students will:
- Articulate a personal philosophy of curriculum, learning architecture, culture, and “ecology.”
- Identify and interpret research and theories that provide a framework for effective curricular and assessment principles in international school settings.
- Develop a repertoire of strategies to facilitate, mentor, and share curriculum and teaching with educators, parents, students and other stakeholders who represent diverse cultural groups.
- Implement and teach others to implement a broad variety of curriculum theories, designs, and successful practices.
- Use and teach others to use a variety of assessment strategies to create student and teacher learning and metacognition, to inform future curricular changes, and to provide evidence of learning.
- Identify and analyze future trends and issues related to the functions and roles of curricular leaders in international school settings.
- Make targeted learning principles connected to the curriculum and genuinely visible at all times in preparation for (but not exclusively for) varied “visiting teams” and quality audits.
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.
Curriculum Requirements - Total Credits Required: 36
Required Curriculum
*Please note: IED574 has a pre-requisite of IED582 for this program
Learning Outcomes
Upon completion of this program, students will:
- Significantly increase their competencies in incorporating technology into schools and classroom settings, with a view on student improvement
- Assess and improve their skills in the use and troubleshooting of computer-mediated communications, management and instructional technologies of educators and support personnel, with an emphasis on both hardware and software
- Demonstrate ability to function confidently and safely in knowledge-based environments in the international community
- Manage and leverage technology to enhance “international” elements of international and state-funded schools
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.
Curriculum Requirements - Total Credits Required: 36
Required Curriculum
*Please note: IED574 has a pre-requisite of IED582 for this program
Learning Outcomes
Upon completion of the program, students will:
- Discover and articulate a personal philosophy of leadership
- Develop a repertoire of strategies to communicate with individuals who represent different cultural and linguistic groups
- Attain techniques in teaching English as a second language including analyzing students’ levels of English skills; methods of teaching reading comprehension; methods of teaching writing skills; and methods of increasing students’ ability to speak English
- Demonstrate knowledge of multicultural and multilingual issues
- Identify and analyze trends and issues related to the role of leaders in international and multilingual school settings
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.
Curriculum Requirements - Total Credits Required: 15
Learning Outcomes
Upon completion of this program, students will:
- Create, implement and evaluate strategies to create partnerships with all members of the school community
- Develop and synthesize the skills necessary in understanding the impact of people and interests when negotiating
- Develop and critique an awareness of the models of teaching based on research and accepted as a standard framework for examining pedagogy, and assess approaches for effectiveness
- Design and assess a three-year Strategic Plan based on needs assessment, student assessment data, stakeholder surveys and other relevant data
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Reading and Literacy Instruction with a concentration in Reading Specialist Licensure Endorsement (Master of Science)
Curriculum Requirements - Total Credits Required: 36
Learning Outcomes
Upon completion of the program, students will:
- Identify and model instructional strategies that foster early literacy.
- Examine the importance of the five components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to the emergence of literacy.
- Differentiate between phonemic awareness phonological awareness and decoding; describe their role in literacy acquisition, and take an informed stance about the current research on modeling the relationships between models of reading.
- Summarize with clarity and depth the research related to literacy development for all populations, including those for whom English is a second language and students with learning disabilities.
- Compare the differences between emergent and adolescent literacy
- Plan purposeful instruction to develop reading, writing, and speaking & listening skills, while addressing material specific to a given content area
- Analyze and apply literacy instructional models that enable students to develop as independent readers and writers
- Administer and analyze a battery of reading assessments to determine student needs; develop reports based on the results.
- Design literacy instruction incorporating International Reading Association standards for Reading Professionals and differentiating instruction for at least three levels of student need, while acknowledgement of cultural and linguistic background and other pertinent characteristics of pupils.
- Model the development of a literate classroom environment–including daily reading and writing lessons that support the development of lifelong readers and writers.
Reading and Literacy Instruction - General Studies (Master of Science)
Curriculum Requirements - Total Credits Required: 36
Learning Outcomes
Upon completion of the program, students will:
- Identify and model instructional strategies that foster early literacy.
- Examine the importance of the five components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) to the emergence of literacy.
- Differentiate between phonemic awareness phonological awareness and decoding; describe their role in literacy acquisition, and take an informed stance about the current research on modeling the relationships between models of reading.
- Summarize with clarity and depth the research related to literacy development for all populations, including those for whom English is a second language and students with learning disabilities.
- Compare the differences between emergent and adolescent literacy
- Plan purposeful instruction to develop reading, writing, and speaking & listening skills, while addressing material specific to a given content area
- Analyze and apply literacy instructional models that enable students to develop as independent readers and writers
- Administer and analyze a battery of reading assessments to determine student needs; develop reports based on the results.
- Design literacy instruction incorporating International Reading Association standards for Reading Professionals and differentiating instruction for at least three levels of student need, while acknowledgement of cultural and linguistic background and other pertinent characteristics of pupils.
- Model the development of a literate classroom environment–including daily reading and writing lessons that support the development of lifelong readers and writers.
Certificate in Reading & Literacy
The courses in the post-baccalaureate Certificate in Reading & Literacy program allow candidates to earn their MA teaching license. This track is best for candidates who may already hold a Master’s degree
Curriculum Requirements - Total Credits Required: 27
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate knowledge of and approach to the process of reading and development of literacy skills
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
- Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
- Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice
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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. 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.
Those seeking the master’s, but not the license, complete the General Studies Non-Licensure program of study, with no MTEL requirement. The non-licensure masters does not lead to licensure in the state of Massachusetts.
Curriculum Requirements - Total Credits Required: 36
Required Curriculum with MA Initial Licensure
As regulated by the Massachusetts Department of Elementary and Secondary Education, the practicum requires 300 hours with a minimum of 100 hours of full responsibility in the role and grade level of the license sought. Students must have their practicum placement, supervising practitioner, and hours approved by Endicott staff before enrolling in the practicum course. Additional hours may be assigned at the discretion of the Dean, Director, Associate Director or Assistant Director.
Required Curriculum Non Licensure
*Electives are chosen in consultation with the student’s advisor
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate subject matter expertise
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency
- Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
- Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice
Certificate in Secondary Education
The courses in the post-baccalaureate Certificate in Secondary Education program allow candidates to earn their MA teaching license. This track is best for candidates who may already hold a Master’s degree.
Curriculum Requirements - Total Credits Required: 24
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate subject matter expertise
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency
- Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations
- Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice
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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, 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.
Curriculum Requirements - Total Credits Required: 36
Learning Outcomes
Upon completion of this program, students will:
- Understand ecological models of human development that articulate with culture to apply to evidence-based classroom practice.
- Develop reflective practice comprising of culturally-sensitive, evidence-based practices including behavior management
- Manage and apply social emotional learning frameworks and curriculum to promote a safe and supportive learning environment for all students
- Synthesize social emotional research to inform practice in school district, school, classroom or community.
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.
Curriculum Requirements - Total Credits Required: 15
Learning Outcomes
Upon completion of this program, students will:
- Understand ecological models of human development that articulates with culture to apply to evidence-based classroom practice.
- Develop reflective practice comprising of culturally-sensitive, evidence-based practices including behavior management
- Manage and apply social emotional learning frameworks and curriculum to promote a safe and supportive learning environment for all students
- Synthesize social emotional research to inform practice in school district, school, classroom or community.
Special Education, with a Concentration in Social Emotional Learning (Master of Education)
Those seeking the master’s, but not the license, can apply for this program of study, with no MTEL requirement. The non-licensure masters does not lead to licensure in the state of MA. The 12-credit Social Emotional Learning (SEL) concentration will provide the skills and techniques to support classroom students develop critical attributes and improve problem solving, self-management, relationship and social awareness skills as part of students’ holistic learning.
Curriculum Requirements - Total Credits Required: 36
Learning Outcomes
Upon Completion of this program, students will:
- Demonstrate knowledge of typical child and adolescent development and exceptionalities
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
- Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
- Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice
Added Learning Outcomes with SEL concentration:
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Understand ecological models of human development that articulate with culture to apply to evidence-based classroom practice.
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Develop reflective practice comprising of culturally-sensitive, evidence-based practices including behavior management
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Manage and apply social emotional learning frameworks and curriculum to promote a safe and supportive learning environment for all students
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Synthesize social emotional research to inform practice in school district, school, classroom or community.
Special Education, with a Concentration in Social Justice (Master of Education)
Those seeking the master’s, but not the license, can apply for this program of study, with no MTEL requirement. The non-licensure masters does not lead to licensure in the state of MA. The Social Justice Education concentration 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.
Curriculum Requirements - Total Credits Required: 36
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate knowledge of typical child and adolescent development and exceptionalities
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
- Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
- Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice
Added Learning Outcomes with Social Justice concentration:
- Understand how their identity as a teacher impacts marginalized students
- Develop pedagogy for inclusive practices that address inequities and foster cultural responsiveness
- Demonstrate expertise, mastery, and ability to implement the skills related to understanding and engaging in culturally responsive classroom management
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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. 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 coursework and fieldwork to receive an endorsement for licensure. Students are required to pass all required MTELs prior to being granted a license through MA DESE;. Students who are unable to meet these requirements can complete the General Studies Non-Licensure masters
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. Teacher of Students with Moderate Disabilities take a program of study that prepares them to be eligible for Professional Licensure in Massachusetts at both the PreK-8 and 5-12 levels. 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.
Curriculum Requirements - Total Credits Required: 36
Required Curriculum with MA Initial Licensure
As regulated by the Massachusetts Department of Elementary and Secondary Education, the practicum requires 300 hours with a minimum of 100 hours of full responsibility in the role and grade level of the license sought. Students must have their practicum placement, supervising practitioner, and hours approved by Endicott staff before enrolling in the practicum course. Additional hours may be assigned at the discretion of the Dean, Director, Associate Director or Assistant Director.
Required Curriculum Non-Licensure
*Electives are chosen in consultation with the student’s advisor
Required Curriculum with MA Professional Licensure
*Courses required for Professional Licensure
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate knowledge of typical child and adolescent development and exceptionalities
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
- Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
- Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice
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 coursework and fieldwork. Students are required to pass all required MTELs prior to being granted a license by MA DESE . Students who are unable to meet these requirements can complete the General Studies masters; 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)
Curriculum Requirements - Total Credits Required: 36
Required Curriculum with MA Initial Licensure
As regulated by the Massachusetts Department of Elementary and Secondary Education, the practicum requires 300 hours with a minimum of 100 hours of full responsibility in the role and grade level of the license sought. Students must have their practicum placement, supervising practitioner, and hours approved by Endicott staff before enrolling in the practicum course. Additional hours may be assigned at the discretion of the Dean, Director, Associate Director or Assistant Director.
Required Curriculum Non-Licensure
*Electives are chosen in consultation with the student’s advisor
Required Curriculum with MA Professional Licensure
*Courses required for Professional Licensure.
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate knowledge of typical child and adolescent development and exceptionalities
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
- Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
- Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice
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. This track is best for those candidates who may already hold a Master’s degree.
Curriculum Requirements - Total Credits Required: 27
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate knowledge of typical child and adolescent development and exceptionalities
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
- Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
- Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice
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. This track is best for candidates candidates who may already hold a Master’s degree
Curriculum Requirements - Total Credits Required: 27
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate knowledge of typical child and adolescent development and exceptionalities
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
- Promote the learning and growth of all students through effective partnerships with families, caregivers, community members, and organizations.
- Ensure the learning and growth of all students through ethical, culturally proficient, skilled, and collaborative practice
Practitioners SPED Certificate pre-K-8
The courses in the post-baccalaureate Certificate in Pathway for Practitioner allow licensed candidates to add an additional Special Education license. Candidates already hold a Master’s degree and one license.
Curriculum Requirements - Total Credits Required: 15
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate knowledge of typical child and adolescent development and exceptionalities
- Design high quality instruction, including authentic and meaningful student assessments
- Analyze student performance and growth data and to use this data to improve instruction and practice
- Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
Practitioner SPED Certificate 5-12
The courses in the post-baccalaureate Certificate in Pathway for Practitioner allow licensed candidates to add an additional Special Education license. Candidates already hold a Master’s degree and one license.
Curriculum Requirements - Total Credits Required: 15
Learning Outcomes
Upon completion of this program, students will:
-
Demonstrate knowledge of typical child and adolescent development and exceptionalities.
-
Design high quality instruction, including authentic and meaningful student assessments.
-
Analyze student performance and growth data and to use this data to improve instruction and practice.
-
Teach all students through instructional practices that establish high expectations, a safe and effective classroom environment, and cultural proficiency.
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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 teacher 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 Institute for Applied Behavioral Science 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. Coursework is offered in an Association for Behavior Analysis International Verified Course Sequence (VCS). 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.
Curriculum Requirements - Total Credits Required: 51
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate the ability to collect, analyze, synthesize, and apply measurement data
- Demonstrate knowledge of and approach to special education
- Demonstrate the acquisition of the knowledge, principles and skills of Applied Behavior Analysis
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 in MA.
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 Institute for Applied Behavioral Science 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. Coursework is offered in an Association for Behavior Analysis International Verified Course Sequence (VCS).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.
Curriculum Requirements - Total Credits Required: 51
Required Curriculum with MA Initial Licensure
*Courses required for obtaining Initial Licensure in Moderate Disabilities (PreK-8 or 5-12)
Practicum Placements will be appropriate to the level of the license sought, PreK-8 or 5-12
Required Curriculum with MA Professional Licensure
*Courses required for obtaining Professional Licensure in Moderate Disabilities (PreK-8 or 5-12)
Learning Outcomes
Upon completion of this program, students will:
- Demonstrate skill in planning curriculum and instruction, delivering effective instruction, managing classroom climate, promoting equity and meeting professional standards
- Demonstrate ability to collect, analyze, synthesize, and apply measurement data
- Demonstrate knowledge of and approach to subject matter
- Demonstrate knowledge of child development
- Demonstrate acquisition of the knowledge, principles and skills of Applied Behavior Analysis
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 MA.
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 Institute for Applied Behavioral Science 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. Coursework is offered in an Association for Behavior Analysis International Verified Course Sequence (VCS).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.
Curriculum Requirements - Total Credits Required: 51
Required Curriculum with MA Initial Licensure
*Courses required for obtaining Initial Licensure in Severe Disabilities (All Levels)
Required Curriculum with MA Professional Licensure
*Courses required for obtaining Professional Licensure in Severe Disabilities (All Levels)
Learning Outcomes
Upon completion of the program, students will:
- Demonstrate skill in planning curriculum and instruction, delivering effective instruction, managing classroom climate, promoting equity and meeting professional standards
- Demonstrate ability to collect, analyze, synthesize, and apply measurement data
- Demonstrate knowledge of and approach to subject matter
- Demonstrate knowledge of child development
- Demonstrate acquisition of the knowledge, principles and skills of Applied Behavior Analysis
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