Earn a degree and certification to teach at the high school level at Loyola, a longtime partner of Chicago-area schools
As a high school teacher, you will have the opportunity to support and influence students at a critical, formative time in their life. Here at Loyola, earn a master's degree through an immersive curriculum that places you directly in Chicago's classrooms, learning from other teachers and making a difference for students right away
Our commitment to you
99% teacher employment by graduation
80% field-based curriculum, the only of its kind nationally
1,200+ hours of fieldwork, the equivalent of one year of teaching experience
$100,000 median teacher salary in Chicago Public Schools
Upon graduation with an MEd in secondary education degree from Loyola, you will possess the following knowledge, skills, and professional values necessary to teach students in grades nine through 12.
You'll be equipped to teach in secondary schools, whether that be in general education or ESL and bilingual education. You'll have a deep understanding of both content and pedagogy to provide developmentally appropriate instruction to all students.
You'll utilize information from theories and related research-based practices when making decisions and taking action in your classroom, using data to drive instruction and assess teaching and learning effectiveness. Plus, you'll gain extensive experience engaging with diverse populations, including students labeled as English language learners, and have the opportunity to earn secondary endorsements in the following subject areas:
- Biology, Chemistry, Physics
- History, Political Science, and Psychology
At Loyola, we value the interdependence and emerging relationships among educational and social communities, and are always guided by principles of equity and social justice in these interactions. In this teaching degree program, you'll foster your own individuality, cultural awareness, social responsibility, and creative inquiry - all in pursuit of a degree that will help you break down barriers to equity in secondary education.
Accredited by the Council for the Accreditation of Educator Preparation (CAEP) and by the Illinois State Board of Education (ISBE), Loyola's MEd in secondary education requires 36 semester hours. A capstone project that consists of a Professional Practice Profile and Student Impact Project is completed during student teaching. Upon successful completion of the program, candidates are eligible for an Illinois Professional Educator License with endorsements in their specific major grades 9–12, and an English-as-a-Second Language (ESL) teacher for grades Pre-Kindergarten through 12.
Candidates complete the program in one year (Summer, Fall, Spring, and Summer). This is a full-time, daytime field-based program. Students have five years from acceptance to complete the program.
Master's students in Secondary Education are required to maintain the status of continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal leave of absence may be granted upon request and with the approval of the School of Education’s Associate Dean of Student Academic Services.
This program follows a cohort model, enrolling a group of students who attend all of the required courses leading to a degree together. In this model, students benefit from networking and building professional relationships with one another during the course of their program. Once a cohort is formed, the students remain together for the duration of their program. The development of the cohort is contingent upon reaching the required numbers of enrolled students.
Candidates are also expended to have passed with a C- or better at least one course in each of the following areas (Loyola University Chicago course equivalents provided in parentheses):
- United States History (HIST 103 or 211 or 213)
- Non-United States History (HIST 101 or 102 or 104)
- Political Science (PLSC 101)
- Economics (ECON 201 or 202)
- Geography (ENVS 282 or 283 or ANTH 104)
- Social or Behavioral Sciences (SOCL 101 or ANTH 102 or PSYCH 101)
At the time of application, applicants’ transcripts will be reviewed for these requirements.
Required Courses (36 semester hours)
- TLSC 401: Bringing Language, Learning and Developmental Theory into Practice
- TLSC 403: Teaching, Learning and Leading for Social Justice
- TLSC 404: Constructive Learning Environments for Diverse Students
- TLSC 405: Analyzing Culturally Responsive Classroom Instruction
- TLSC 406: Educational Policy for Diverse Students
- TLSC 407: Individualized Assessment and Instruction for Diverse Students
- TLSC 440: Language and Literacy for Diverse Students
- TLSC 441: Using Classroom Data in a Collaborative Environment to Advance Student Achievement
- TLSC 442: Discipline-Specific Literacy for Diverse Students
- TLSC 450: Teaching and Learning in an Area of Specialization
- TLSC 451: Teaching and Learning with a Global Framework
- TLSC 460: Developing Rigorous and Relevant Instruction and Assessment
- TLSC 461: Developing and Implementing Rigorous and Relevant Instruction and Assessment
- TLSC 470A: Teaching, Learning, and Leading with Schools and Communities Internship: Student Teaching
- TLSC 470B: Teaching, Learning, and Leading with Schools and Communities Internship: Student Teaching
Additional Requirements for Endorsement Areas
- English: CIEP 429: Teaching Children and Adolescent Literature
- History, Political Science, and Psychology: Candidates must have 32 total credit hours at grade C- or above in the social sciences. Of these credit hours, 12 must be in at least one of the following teaching fields: history, political science, or psychology. If candidates have fewer than 12 credit hours in history, they must complete 12 credit hours in history to add a second teaching field. In addition, candidates must have completed at least one course in each of two other social science fields outside of the teaching field. The social sciences are defined as courses taken in departments of history, economic, psychology, political science, anthropology, sociology, and geography
Consult the Teaching, Learning, and Leading with Schools and Communities Program Handbook 2019-20 [PDF] for more details about grading, evaluation, and qualifying for licensure.
All teacher candidates to complete a Professional Practice Profile during student teaching. The Professional Practice Profile consists of two components, including an essay on the conceptual framework in the School of Education, Professionalism in Service of Social Justice, and a reflection on collaborative relationships in education.
- Overall GPA of 3.0 for graduation
- Completion of comprehensive assessments
- Candidates complete the Educational Teacher Performance Assessment (edTPA), which demonstrates expertise in content areas and pedagogy, as well as a reflection on classroom and clinical experiences.
- Other licensure requirements
While the commencement ceremony is every May, degrees can be conferred in May, August, and December. Students must apply for graduation/degree conferral. Students should apply for graduation in the semester they anticipate completing all degree requirements. Failure to meet application deadlines may result in a delay of the conferral of the degree to the following semester. Applications for Degree Conferral are due:
- August 1 for December conferral
- December 1 for May conferral
- February 1 for August conferral*
*Students having their degrees conferred in August are eligible to participate in the proceeding May Commencement.
Please note the degree conferral application is valid for only one semester. If the degree is not conferred for the semester requested, a new application is required for a subsequent semester.
By The Numbers
teacher employment by graduation
field-based curriculum, the only of its kind nationally
median teacher salary in Chicago Public Schools