Secondary Education (MEd)
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.
The Secondary Education (MEd) also offers an Accelerated Master's Pathway for Undergraduate students to complete their Graduate studies in a fifth year. Further details of the AMP, including the suggested sequence of courses, can be found under the Curriculum tab.
Related Programs
Curriculum
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 37 semester hours. Upon successful completion of the program, candidates are eligible for an Illinois Professional Educator License with endorsements in their specific major and an English-as-a-Second Language (ESL) teacher.
Candidates who complete the program for English, Math, History or Science will be licensed to teach grades 9-12.
Candidates who complete the program for Dance, Theatre, Physical Education, Music, World Language, Health Education, Library Information, Technology, or Visual Arts will be licensed to teach grades PK-12.
The program offers an additional track for candidates who wish to add the middle grades endorsement for grades 5-8 (40 semester hours).
Besides the traditional Master's program, the Secondary Education (MEd) is also offered as an Accelerated Master's Pathway where exceptional students can complete the program in a fifth year. A suggested sequence for the AMP can be found below.
| Code | Title | Hours |
|---|---|---|
| TLSC 401 | Language, Learning & Development Theories in Practice 1 | 2 |
| TLSC 403 | Teaching for Social Justice and Equity 1 | 3 |
| TLSC 404 | Constructive Learning Environments for Diverse Students 1 | 3 |
| TLSC 406 | Educational Policy for Diverse Students 1 | 3 |
| TLSC 407 | Individualized Assessment and Instruction for Diverse Students | 3 |
| TLSC 443 | Adolescent Literacy Instruction | 3 |
| TLSC 455 | Secondary Content Mthds: Currclm, Instrctn & Assmt Secondary Content Areas | 6 |
| TLSC 460 | Developing Rigorous and Relevant Instruction and Assessment | 2 |
| TLSC 461 | Designing and Implementing Rigorous and Relevant Instruction | 3 |
| TLSC 470A | Student Teaching for Change | 4 |
| TLSC 470B | Student Teaching for Change | 4 |
| TLSC 480 | Teaching for Change Field Seminar | 1 |
| Total Hours | 37 | |
- 1
This course may be used by students in the Accelerated Master's Pathway in their senior year.
Additional Tracks
Track 1: Secondary Education with Middle Grades (MEd)
Candidates who are interested in completing Track 1 will also need to complete the following course in addition to the core program curriculum for Secondary Education (MEd) listed above.
| Code | Title | Hours |
|---|---|---|
| CIEP 455 | Advanced Curriculum & Teaching in the Middle School | 3 |
Track 2: Secondary Education with Endorsement in Dance, Theatre, Physical Education, Music, World Language, Health Education, Library Information, Technology, or Visual Arts (MEd)
Candidates who are interested in completing Track 2 need to complete the 37 credit hour program curriculum listed above and must have at least 18 credit hours of previous coursework completed in their chosen area of concentration prior to entering the program to receive the additional endorsement in Track 2.
Suggested Sequence of Courses
Traditional Master's Program
The below sequence of courses is meant to be used as a suggested path for completing coursework. An individual student’s completion of requirements depends on course offerings in a given term as well as the start term for a major or graduate study. Students should consult their advisor for assistance with course selection.
| Year 1 | ||
|---|---|---|
| Summer | Hours | |
| TLSC 401 | Language, Learning & Development Theories in Practice | 2 |
| TLSC 403 | Teaching for Social Justice and Equity | 3 |
| TLSC 404 | Constructive Learning Environments for Diverse Students | 3 |
| TLSC 406 | Educational Policy for Diverse Students | 3 |
| TLSC 407 | Individualized Assessment and Instruction for Diverse Students | 3 |
| TLSC 480 | Teaching for Change Field Seminar | 1 |
| Hours | 15 | |
| Fall | ||
| TLSC 443 | Adolescent Literacy Instruction | 3 |
| TLSC 455 | Secondary Content Mthds: Currclm, Instrctn & Assmt Secondary Content Areas | 6 |
| Hours | 9 | |
| Spring | ||
| TLSC 460 | Developing Rigorous and Relevant Instruction and Assessment | 2 |
| TLSC 461 | Designing and Implementing Rigorous and Relevant Instruction | 3 |
| TLSC 470A | Student Teaching for Change | 4 |
| Hours | 9 | |
| Year 2 | ||
| Summer | ||
| TLSC 470B | Student Teaching for Change | 4 |
| Hours | 4 | |
| Total Hours | 37 | |
Accelerated Master's Pathway
Students can take up to 11 credit hours in the senior year with admission to the AMP. These credits are shared between the Bachelor's and Master's programs.
| Senior | ||
|---|---|---|
| Fall | Hours | |
| TLSC 401 | Language, Learning & Development Theories in Practice | 2 |
| TLSC 403 | Teaching for Social Justice and Equity | 3 |
| Hours | 5 | |
| Spring | ||
| TLSC 404 | Constructive Learning Environments for Diverse Students | 3 |
| TLSC 406 | Educational Policy for Diverse Students | 3 |
| Hours | 6 | |
| Master's | ||
| Summer | ||
| TLSC 407 | Individualized Assessment and Instruction for Diverse Students | 3 |
| TLSC 480 | Teaching for Change Field Seminar | 1 |
| Hours | 4 | |
| Fall | ||
| TLSC 443 | Adolescent Literacy Instruction | 3 |
| TLSC 455 | Secondary Content Mthds: Currclm, Instrctn & Assmt Secondary Content Areas | 6 |
| Hours | 9 | |
| Spring | ||
| TLSC 460 | Developing Rigorous and Relevant Instruction and Assessment | 2 |
| TLSC 461 | Designing and Implementing Rigorous and Relevant Instruction | 3 |
| TLSC 470A | Student Teaching for Change | 4 |
| Hours | 9 | |
| Year 2 | ||
| Summer | ||
| TLSC 470B | Student Teaching for Change | 4 |
| Hours | 4 | |
| Total Hours | 37 | |
Length of Program
Candidates complete the program in one year (Summer, Fall, Spring, and Summer). This is a full-time, field-based program. Students have five years from acceptance to complete the program.
Licensure Requirements
Candidates must meet all Licensure Requirements including the Educational Teacher Performance Assessment (edTPA), which demonstrates expertise in content areas and pedagogy, as well as a reflection on classroom and clinical experiences.
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 Assistant Dean of Student Academic Affairs.
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.
Guidelines for Accelerated Master's Pathways
In Accelerated Master’s Pathways, students share limited, authorized credits between their Undergraduate and Graduate degrees to facilitate completion of both degrees in a shorter amount of time. Shared credits are Graduate level credit hours (400-level or higher) taken during the Undergraduate career and then applied both to the Undergraduate degree and towards Graduate program requirements.
Admission and Matriculation
Accelerated Master's Pathways are designed to enhance opportunities for advanced training for Loyola’s Undergraduates. Admission to these programs is competitive and will depend upon a positive review of credentials by the Graduate program. Accordingly, the admission requirements for these programs may be higher than those required if the Master’s degree were pursued entirely after the receipt of a Bachelor’s degree.
Students enrolled in an Accelerated Master's Pathway who choose not to continue to the Master’s degree program upon completion of the Bachelor’s degree will face no consequences.
Ideally, a student will apply for admission to an AMP program as they approach 90 credit hours in their Undergraduate career.
Students will not officially matriculate into the Master’s degree program and be labeled as a Graduate student by the university, with accompanying changes to tuition and Financial Aid (see below), until the Undergraduate degree has been awarded. Once admitted to the Graduate program, students must meet the academic standing requirements of their Graduate program as they complete the program curriculum.
Advising and Registration
Students in their final Undergraduate year will work with Advising in the home School of their Bachelor's program(s), as well as the Graduate Program Director of the Master’s program. Any 400-level or higher courses that the student plans to enroll in should be reviewed by both advisors to ensure that these courses will complete requirements for both degrees.
Registration in Graduate level courses during the Undergraduate year may require assistance from the Graduate Program Director and/or the student’s current academic advisor to enroll.
Shared Credits
Only courses taken at the 400-level or higher will count toward the Graduate program. At the Undergraduate level, students are restricted to enrolling in and sharing up to the number of Graduate level credits explicitly indicated in the catalog for their selected AMP program.
In general, Graduate level coursework should not be taken prior to admission into the Accelerated Master's Pathway. Exceptions may be granted for professional programs where curriculum for the Accelerated Master's Pathway is designed to begin earlier. On the recommendation of the program’s Graduate Program Director, students may take one of their Graduate level courses before they are admitted to the Accelerated Master’s Pathway if they have advanced abilities in their discipline and course offerings warrant such an exception.
Degree Requirements and Conferral
Undergraduate degree requirements are in no way impacted by admission to an Accelerated Master’s Pathway. Students should not, for example, attempt to negotiate themselves out of a writing intensive requirement on the basis of admission to a Graduate program.
The program’s Graduate Program Director will designate credit hours to be shared through the advising form and Master’s degree conferral review process. Graduate credit hours taken during the Undergraduate career will not be included in the Graduate GPA calculation.
If students wish to transfer credits from another university to Loyola University Chicago, the program’s Graduate Program Director will review the relevant syllabus or syllabi to determine whether it meets the criteria for a 400-level course or higher.
Programs with specialized accreditation requirements that allow programs to offer Graduate curriculum to Undergraduate students will conform to those specialized accreditation requirements.
Degrees are awarded sequentially. All details of Undergraduate commencement are handled in the ordinary way as for all students in the School/College/Institute. Once matriculated in the Graduate program, students abide by the graduation deadlines set forth by the Graduate program. Students in these programs must be continuously enrolled from Undergraduate to Graduate degree program unless given explicit permission by their program for a gap year or approved leave of absence. In offering the option of an Accelerated Master’s Pathway, the university is making possible the acceleration of a student’s Graduate degree completion. It should be understood that students may not request deferral of their matriculation into the Master’s degree program. If students would like to delay their Graduate studies after earning the Undergraduate degree, they may apply for admission to the traditional Master’s degree program. Any application of Graduate credit earned while in the Undergraduate program is subject to the policies of the Graduate degree granting school.
Graduate & Professional Standards and Regulations
Students in graduate and professional programs can find their Academic Policies in Graduate and Professional Academic Standards and Regulations under their school. Any additional University Policies supersede school policies.
Learning Outcomes
- Candidates will design, implement, and evaluate cohesive, culturally responsive instructional plans that integrate deep disciplinary knowledge, adolescent developmental theory, secondary-level literacy practices, technology, and evidence-based pedagogical strategies to promote student growth.
- Candidates will synthesize multiple forms of student data to evaluate instructional effectiveness, make informed pedagogical decisions, and develop targeted interventions that improve the academic, social, and emotional outcomes of high school learners.
- Candidates will critically evaluate educational policies and contextual factors at local, national, and global levels and collaboratively design advocacy, communication, and partnership strategies that promote equity and support high school students and their families
- Candidates will design equitable, inclusive, and developmentally appropriate secondary learning environments that leverage adolescents’ cultural, linguistic, and individual assets while fostering safety, belonging, and agency for high school learners.