Explore the Program
MEd in Secondary Education
- Earn your initial professional educator license (PEL) for secondary education for grades 9–12 along with a Master's degree.
- Gain significant field-based experience in culturally and linguistically diverse urban school environments.
- Graduate from a respected program accredited by the Council for the Accreditation of Educator Preparation (CAEP) and by the Illinois State Board of Education (ISBE).
- Earn a certificate to teach worldwide through the International Baccalaureate Organization.
- Earn the Illinois ESL endorsement while gaining extensive experience working with students labeled as English learners.
- Candidates will apply deep understanding of both content and pedagogy to provide developmentally appropriate instruction to all students.
- Candidates will hold high expectations and build on the assets of diverse students.
- Candidates will utilize information from theories and related research-based practices when making decisions and taking action in their professional practice.
- Candidates will use data to drive instruction and assess teaching and learning effectiveness.
Required Courses (36 semester hours) Course Sequence
- 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
Endorsement areas requiring additional requirements
English: CIEP 429: Teaching Children & 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 1 course in each of 2 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.
Candidates are also expended to have passed with a ‘C-‘ or better at least one course in each of the following areas with 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.
Completion of the MEd degree program 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) grades Pre-Kindergarten–12.
Length of Program: 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.
Continuous Enrollments: 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 the approval of the School of Education’s Associate Dean of Student Academic Services.
Comprehensive Assessment: All teacher candidates to complete during student teaching a Professional Practice Profile. The Professional Practice Profile consists of two components. This includes 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) that demonstrates expertise in content areas and pedagogy as well as reflection on classroom and clinical experiences.
- Other licensure requirements
Degree Conferral: While the commencement ceremony is every May, degrees can be conferred 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.
Applicants who are admitted need to commit to attending Loyola by March 1st.
Required for Admission:
A Completed Application Form
You may submit your application form online.
- Applicants must submit official transcripts for all undergraduate and any graduate work. To be eligible for admission, transcripts must show an earned bachelor's degree or a bachelor’s degree in progress.
- Certified copies of transcripts are acceptable; faxed copies of transcripts are not considered official.
- If you attended Loyola University Chicago previously, you do not need to request transcripts; we have them on record.
- Transcripts must show a GPA of at least a 3.0, or 2.5 for Mathematics.In exceptional cases, applicants whose undergraduate GPA is below the cutoff may be admitted. Each program area considers the applicant's GPA, recommendations, professional experience and reasons for pursuing a graduate program, as well as contribution to the diversity of the student body.
Undergraduate Degree Requirement
- Applicants must have completed an undergraduate degree or 32 semester hours in one of Loyola’s approved teaching disciplines:
- Additional pre-requisite coursework may be required for those without an undergraduate degree in the content area for which licensure is sought
(Biology, Chemistry, Physics, English, Math, History, Political Science*, Psychology*)
*Political Science and Psychology require a second teaching field in History (21 hours).
One Letter of Recommendation
Recommenders should be academic or professional in nature. Current students and alumnae of Loyola University Chicago must seek a letter of recommendation from someone other than the Teaching, Learning, and Leading with Schools and Communities (TLLSC) program advisor.
Contact Information for One Additional Professional Reference
References should be academic or professional in nature. Please provide name, email address, phone number and a sentence about why this person is listed as a reference.
Statement of Purpose
A statement of 2-3 pages, double spaced should address the following topics:
- Academic and professional background and experience
- Plans and goals for the M.Ed. Secondary Education program, and upon completion of graduate work
- Your perspective on social justices as applied to preparing to be a high school teacher
- Why you are a good fit for Loyola University Chicago's Teaching, Learning & Leading with Schools & Communities program
*Not required for 5-year dual degree program
Passing exam score is required prior to beginning TLLSC Sequence 5.
- Illinois Content Area Exam
This program is following a cohort model. A cohort of students attend together all of the required courses leading to a degree. Once a cohort forms, students remain together for the duration of their program. In this model, students benefit from networking and building professional relationships with one another during the course of their program. The development of the cohort is contingent upon reaching the required numbers of enrolled students.
- Program Director: Hank Bohanon
- Program Coordinator: Toni Brasher Rothschild
- Curriculum foundations-practice-policies
- Field-based teacher education and teacher advocacy
- Collaborative school-community partnerships
- Language, literacy, and culture
- Culturally responsive practice and curriculum reform
- Spirituality & transformative curriculum leadership
- Disciplinary expertise: Math, Science, ELA, Social Studies, Elementary Ed, Special Ed, and Early Childhood
- Hank Bohanon, PhD - Special Education, Teacher Preparation, Multi-tier System Supports
- R. James Breunlin, EdD - Mathematics Education
- Vesna Cejovic, EdD - Faculty Coordinator of School and Community Partnerships, Teaching and Reform
- Sarah Cohen, PhD - Bilingual and English Language Teaching and Learning, Multiliteracies
- Yvonne El Ashmawi, PhD - Middle and Secondary English Education
- Aimee Ellis, PhD - Literacy
- David Ensminger, PhD - Instructional Systems Design & Program Evaluation
- Kelly Ferguson, EdD - Teacher Preparation
- Amy Heineke, PhD - Bilingual and English Language Teaching and Learning
- Adam Kennedy, PhD - Early Childhood Special Education
- Michelle Lia, EdD - Reading
- Seungho Moon, EdD -Curriculum Studies
- Lorraine Ozar, PhD - Catholic Education
- Ann Marie Ryan, PhD - Social Studies & Teacher Education and History of Education
- Diane Schiller, PhD - Mathematics Education
- Jon Schmidt - Civic Education
- Brigid Schultz, EdD - English Education
- Lara Smetana, PhD - Science Teacher Education, Equity, Educational Technology
- Charles Tocci, EdD - Social Studies Education & Senn H.S. Partnership