Graduate Certificate in English Education

The Boston University School of Education offers a Graduate Certificate program for qualified post-baccalaureate students who are interested in receiving Initial Licensure in English Education, Grades 5–8 and 8–12. Students who are successful in completing this program will develop the knowledge and skills necessary as a beginning teacher of English Education, Grades 5–8 and 8–12. Specifically, the learning outcomes are as follows:

  1. The English Education program decided to build learning outcomes around the Preservice Performance Assessment tool that will be used to evaluate teacher preparedness over the course of, and following, the practicum teaching experience. We have tried to bring particular assignments in line with assessing these goals, which we will use alongside practicum observations of aspiring teachers and state licensure exams to determine overall preparedness.
  2. English Education program graduates will be able to:
  • Plan effective curriculum by designing lessons and units:
    • Grounded in SMARRT, skill-driven learning objectives
    • Align with state and national standards
    • Identify and meet the specific learning needs of the students being served
    • Provide appropriate scaffolding between students’ current literacy skills and grade-level standards
    • Promote high levels of literacy through emphasis on reading, writing, speaking, and listening
    • Engage in unit planning that effectively aligns instructional strategies with the ELA content and a diverse range of student skill levels and interests
    • Assessment: Lesson plans, unit plans, text sets, and other curricular materials developed during EN 503, EN 701, EN 712, SE 510, TL 525, and Field Experiences (EN 503, EN 630, EN 507/EN 508)
  • Deliver effective instruction:
    • Utilize research-based pedagogical practices for opening a lesson, introducing new material, leading workshops and discussions, and facilitating and providing feedback on guided and independent practice
    • Selecting effective pedagogical practices that are best suited for meeting the objectives of a given lesson or task
    • Modify a lesson or unit based on formative and summative assessment data
    • Employ a wide range of instructional approaches, grouping configurations, and text sets to maximize student learning about reading, writing, and communication
    • Assessment: Video-taped instruction in small group (EN 503, EN 630) and whole-class instructional settings (EN 701, EN 502, EN 507/EN 508); structured observations and coaching during student-teaching (EN 507/EN 508)
  • Manage classroom climate and operation:
    • Establish a classroom culture that facilitates teaching, learning, and collaboration through enactment of research-based practices for building effective relationships with students and establishing rules and procedures
    • Incorporate more student-centered procedures for reading and writing instruction into curricular and pedagogical practices
    • Assessment: Video-taped instruction in small group (EN 630) and whole-class instructional settings (EN 507/508). Successful completion of a classroom management simulation and classroom management plan (SE 534)
  • Promote equity:
    • Identify the reading and writing proficiency of individual students within a class and differentiate instruction to optimize their learning
    • Are explicit about the academic language demands of particular texts and tasks without devaluing the array of language diversity students possess from non-school settings
    • Select texts and tasks in reading, writing, speaking, and listening that reflect diverse perspectives and discourses
    • Assume a leadership role within school community around culturally responsive teaching and learning practices
    • Assessment: Classroom-based assignments such as creating a running record of a students’ reading level (EN 701) and assessing text language demands (EN 712); development of philosophy of teaching (DS 502); video-taped instruction and lessons plans from coursework and field experiences (EN 701, EN 712, EN 630, EN 507/EN 508)
  • Professionalism:
    • Act in accordance with federal, state, and local policies governing the education of special populations
    • Modify a lesson or unit based on critical reflection, supervision and evaluation, and feedback from students and mentors
    • Demonstrate a commitment to continuous professional improvement and access resources for engaging in that professional development
    • Assessment: Summative assessments on serving students in special education and English learners (TL 525, SE 510); cycle of observation, coaching, and reflection during student-teaching field experience (EN 502, EN 507/508)

For those students successfully completing all the courses and practica in this certificate program, the School of Education provides a recommendation for licensure to the Massachusetts Department of Elementary and Secondary Education (DESE) Office of Educator Licensure. Students must also apply directly to the DESE and are required to take additional tests (Massachusetts Test for Educational Licensures [MTELs]) to secure licenses.

Requirements for licensure as a teacher of English Education, Grades 5–8 and 8–12 are listed below. Please note, prior coursework may be submitted for review to determine equivalency. If determined to be equivalent, required courses listed may be waived as a part of the certificate program.

Total Credits: 32

  • CT 534 Classroom Management (2 cr)
  • DS 502 Adolescent Development (2 cr)
  • TL 525 Sheltered English Immersion (4 cr)
  • SE 510 Special Education (2 cr)
  • EN 503 Lesson Design & Instruction in the Humanities (4 cr)
  • EN 701 Teaching Text (4 cr)
  • EN 712 Teaching Writing (4 cr)
  • EN 508 Student Teaching (8 cr)
  • EN 502 Reflection Seminar (2 cr)