Advance Your Career with Thomas University’s Master’s in Education

Georgia’s teacher pay scale rewards advanced degrees, making a master’s a reliable route to higher earnings. Thomas University in Thomasville offers two graduate pathways for that purpose: a Master of Arts in Teaching (MAT) for initial certification, and an M.Ed. in Curriculum and Instruction for practicing teachers seeking instructional leadership roles. Both programs use a synchronous online cohort model designed for working teachers' schedules.

Graduate tuition is $13,290 per year. Program-level earnings data for MAT graduates remain unpublished, but Georgia’s statewide salary structure consistently places teachers with a master’s in higher pay bands.

Master of Arts in Teaching (MAT) Specializations and Tracks

Thomas University's Master of Arts in Teaching programs emphasize intensive clinical practice and real-world classroom demands. Every candidate completes a semester of supervised student teaching integrated directly into the degree plan.

Elementary Education (P-5)

The 48-credit MAT in Elementary Education¹ leads to Georgia's P-5 certification. Courses cover foundational methods in literacy, mathematics, science, social studies, developmental reading, and classroom management. The program includes a full-time student teaching placement with a mentor teacher and a capstone action research project.¹ Full-time candidates typically finish in four to five semesters; part-time pacing is available.

Middle Grades (4-8)

The MAT in Pedagogy offers a Middle Grades concentration aligned with Georgia's 4-8 certification.² You select two content areas from language arts, mathematics, science, or social studies. Coursework includes young adolescent development, middle grades curriculum design, content-area reading strategies, and methods for your concentrations. Field experiences begin in the first semester and build toward a semester of clinical practice. Credit load varies by prior content preparation; full-time study typically takes four semesters.²

Special Education General Curriculum

Thomas University offers two pathways for a master's in special education. The standalone MAT in Special Education General Curriculum leads to P-12 certification. The combined MAT in Special Education General Curriculum/Elementary provides dual certification in special education (P-12) and elementary education (P-5).³ Both require clinical hours; the dual track adds one semester for elementary content. Candidates learn to design IEPs, implement behavioral interventions, and adapt instruction for students with mild to moderate disabilities.

Clinical Experience and Program Length

Clinical practice is the backbone of every MAT track. Each specialization includes a semester-long student teaching placement plus embedded field hours. The full-time, cohort-based program typically takes about two years; the dual special education/elementary track may take slightly longer. Part-time options support working paraprofessionals. University supervisors and site mentors provide regular observation and feedback.

Alignment with Georgia PSC Certification Areas

Each MAT track maps to a specific GaPSC certification field. Elementary Education leads to Early Childhood Education (P-5). Middle Grades covers grades 4-8 in your content areas. Special Education General Curriculum qualifies for P-12 certification, and the combined track adds the P-5 endorsement. All tracks meet GaPSC content, pedagogy, and clinical requirements, making graduates eligible for an induction certificate upon university recommendation.²

M.ed. In Curriculum and Instruction: Course Sequence and Structure

Today’s schools need curriculum leaders who can align instructional practice with rapidly evolving academic standards and diverse student populations. At Thomas University, the master's in curriculum and instruction program is designed to prepare teachers for exactly this kind of leadership, equipping them with advanced skills in program design, assessment, and school improvement. The program is structured around a 33.5-credit sequence¹ delivered entirely online through a synchronous cohort model, allowing working educators to earn their degree in a collaborative, real-time learning environment.

Program Structure and Credit Distribution

The curriculum is divided into four distinct components, each building on the next to deepen both theoretical and practical knowledge:¹

• Core courses (21 credits): These courses cover the essentials of curriculum development, instructional strategies, and the use of data to inform teaching. Topics include learning theory, standards alignment, and formative assessment.
• Research component (6 credits): Teachers learn to read, interpret, and conduct educational research, focusing on action research methods that can be applied directly to their own classrooms or schools.
• Professional practice (6 credits): This consists of fieldwork or internship experiences, where students engage in real-world curriculum design and evaluation under the guidance of faculty and mentor practitioners.
• Capstone project (0.5 credits): A culminating project that synthesizes learning and demonstrates mastery of program outcomes, often taking the form of a curriculum portfolio or a school improvement plan.

Each course runs for eight weeks², providing a concentrated yet manageable pace for full-time teachers. While the program does not include formal specializations², its broad coverage of curriculum leadership ensures graduates are prepared for a variety of instructional leadership roles.

The Synchronous Online Cohort Model

Thomas University delivers the M.Ed. through a synchronous online cohort model. This means students begin and progress through the program together as a group, fostering a supportive professional network. Each eight-week course includes five required live online sessions, each lasting three hours². These sessions are held in the evening to accommodate teachers’ schedules, allowing for real-time discussion, group activities, and direct interaction with instructors. The cohort structure promotes collaboration and shared problem-solving, as peers bring diverse classroom experiences to the table. This model stands in contrast to purely self-paced online programs by building a community of reflective practitioners who learn from one another.

Career Advancement Potential

This degree positions current teachers for roles such as instructional coordinator, curriculum specialist, department chair, or district-level support. By developing expertise in curriculum mapping, data-driven decision-making, and professional development facilitation, graduates become valuable resources in their schools. In Georgia and many other states, these positions often come with higher pay and greater influence on school policy. While specific salary outcomes depend on district and role, the demand for curriculum leaders continues to grow as schools focus on equity, teacher mentoring, and continuous improvement.

What MAT Graduates Earn

Program-specific first-year earnings for Thomas University's Master of Arts in Teaching graduates are not yet reported in the College Scorecard.

Online Learning Designed for Georgia's Working Teachers

Thomas University structures its graduate education programs to meet the schedules of full-time educators. All programs, including the Master of Arts in Teaching (MAT) and the Master of Education in Curriculum and Instruction (M.Ed.), use a hybrid online cohort model that combines live virtual sessions with independent coursework.¹

Fully Online Delivery with Live Virtual Meetings

Every graduate education cohort meets weekly for synchronous class sessions via Zoom.¹ These live meetings allow students to engage directly with faculty and peers, ask questions in real time, and participate in discussions that mirror the collaborative nature of a physical classroom. Outside of these scheduled sessions, students complete asynchronous work: discussion boards, reading assignments, research projects, and collaborative group tasks.¹ The blend of synchronous and asynchronous activities ensures that students can access content on their own time while still benefiting from structured, face-to-face interaction.

Cohort Model Builds Peer Support and Accountability

Each program enrolls a small group of students who move through the curriculum together.² This cohort model is central to the university's approach. Because students progress through the same courses in the same sequence, they form a tight-knit professional network that often lasts well beyond graduation. The shared experience builds accountability, and students report feeling more committed to showing up and contributing when they know their peers depend on them. Faculty advisors often note that cohorts develop their own informal study groups, mentor relationships, and a palpable sense of camaraderie that makes the online environment feel personal rather than isolating.

No On-Campus Obligations, Local Field Experiences

Thomas University does not require any on-campus residencies for its education graduate programs.² All coursework is completed remotely. Clinical field experiences required for teacher certification are arranged in the student's own community, which means candidates can complete observation hours, student teaching, or other practicum components at schools convenient to their home or workplace.² This local emphasis is particularly valuable for Georgia educators pursuing the best master's in education programs in Georgia who need to remain in their current teaching roles while advancing their credentials.

A Schedule That Balances Work and Study

Courses follow a semester-based calendar: fall and spring terms run 16 weeks, while summer terms are condensed into 8-week blocks.² The shorter summer format allows students to maintain momentum without the full load of a traditional semester. Many candidates find they can accelerate their degree by carefully sequencing summer courses while still managing professional obligations. The consistent rhythm of weekly Zoom sessions and clear term boundaries gives working teachers the predictability they need to plan around busy school calendars, a key factor in how to balance teaching and a master's degree.

Tuition, Fees, and Financial Aid for Graduate Education

As graduate tuition continues to climb nationally, Thomas University’s per-credit pricing model offers clear, predictable costs for working teachers. Both the Master of Arts in Teaching (MAT) and the Master of Education (M.Ed.) in Curriculum and Instruction use a simple rate that combines tuition and an enrollment fee, with no hidden semester surprises.

Per-Credit and Total Program Costs

For the 2025-2026 academic year, each credit hour in either program costs $500, plus a $100 enrollment fee, bringing the effective per-credit charge to $600¹. The MAT requires 36 credits for a total estimated program cost of $21,600. The M.Ed., which spans 30 credits, totals an estimated $18,000¹. These figures cover tuition and the enrollment fee only; additional term-based fees are listed below.

Fees and Additional Costs

Technology and activity fees apply each term. For the MAT, the technology fee is $120 per term and the activity fee is $50 per term. M.Ed. students should expect similar assessments, though amounts may differ slightly¹. These fees are not included in the total program cost estimate and depend on the number of terms a student enrolls in. Contacting the program coordinator, Shannon L. Wood ([email protected]), can clarify a personalized cost breakdown.²

Financial Aid Resources

Graduate education students may qualify for Federal Direct Unsubsidized Loans, which do not require demonstrated financial need.² The Thomas University Financial Aid Office ([email protected], (229) 584-2460) also helps students explore scholarships, grants, and employer tuition reimbursement plans. While specific scholarship opportunities can vary, prospective students working in Georgia school districts should ask about any partnership agreements that could reduce tuition. Loan counseling and application guidance are available year-round.²

Tuition Guarantee

A notable feature is the tuition guarantee that took effect in Fall 2025. Once locked in at the start of a degree program, the per-credit rate remains unchanged for the duration of enrollment, provided a student stays continuously enrolled. This shields students from annual tuition increases and makes long-term financial planning more reliable.²

Admissions Requirements for MAT and M.ed. Applicants

Getting into Thomas University's MAT or M.Ed. program means meeting detailed requirements that differ by degree, with the MAT demanding a lower GPA but more application components than the M.Ed. Understanding these distinctions early will help you assemble a competitive application.

Program-Specific GPA and Prerequisites

The MAT program requires a minimum undergraduate GPA of 2.75¹, while the M.Ed. and other graduate programs typically expect a 3.0². All applicants need a bachelor's degree; however, the MAT requires either a bachelor's in the content area or a passing GACE score in the intended teaching field³. Additionally, graduate admissions require a clear and renewable teaching certificate (or a non-renewable certificate with alternative certification), ensuring candidates are already working in the field⁴.

Required Documents and Materials

Both programs call for official transcripts from every college attended. The MAT application goes deeper: you must submit three letters of recommendation, with at least one from a school administrator, and a personal statement of 500 to 750 words articulating your teaching philosophy and goals⁵. The MAT program does not require a GRE or other standardized exam⁵. A resume and a completed application form round out the submission.

Special Requirements for MAT Special Education

Candidates pursuing the MAT in Special Education must also provide proof of professional liability insurance and pass the GAPSC Educator Ethics Assessment before clinical experiences begin⁶. These extra steps align with Georgia's accountability standards for special education teachers.

Application Deadlines and Start Terms

Thomas University admits graduate education students in multiple starts throughout the year. Since exact deadlines vary by program, check the admissions calendar on the university's website. Early submission is wise, particularly when letters of recommendation and ethics assessments are required.

Career Outcomes: Licensure, Endorsements, and Salary Potential

Georgia’s teacher pay scale rewards advanced degrees immediately, and Thomas University’s graduate programs are designed to move educators into higher salary lanes while expanding their certification credentials. For aspiring teachers and current classroom professionals alike, the financial and career trajectory benefits are clear.

Certification Pathways: Initial and Advanced

Thomas University’s Master of Arts in Teaching (MAT) programs lead to an initial T-5 teaching certificate, the master's-level credential in Georgia². Concentrations in elementary education (PK-5), Special Education General Curriculum (P-12), and Pedagogy all hold developmental approval from the Georgia Professional Standards Commission (GaPSC), as verified in May 2024¹. Graduates enter the profession at the T-5 pay level, bypassing the bachelor’s T-4 lane entirely. For teachers already holding a T-4 certificate, Thomas University’s advanced preparation programs, including the M.Ed. in Curriculum and Instruction, are accepted by the GaPSC for certificate upgrades, enabling a move to T-5 without repeating initial certification coursework.

Endorsements That Boost Marketability

While endorsements do not change the T-level on a Georgia teaching certificate³, they can open doors to specialized roles and, in some districts, stipends or hard-to-fill position supplements. The MAT in Special Education, for example, positions graduates for high-demand P-12 special education classrooms where job security is strong and hiring incentives are common. Similarly, an M.Ed. with coursework in reading and literacy or ESOL can lead to add-on endorsements that make a teacher more versatile and attractive to school systems facing teacher shortages in those areas.

Salary Trajectory and Long-Term ROI

Federal data shows that median earnings for Thomas University alumni who received federal aid stand at $49,716 ten years after starting their studies, a figure that captures a mix of educators and other professionals. For teachers starting at the T-5 level, typical starting salaries in Georgia districts range from $45,000 to $55,000, depending on location and experience, with annual step increases and the potential for further advanced degree supplements. Over a 30-year career, the difference between a T-4 and T-5 salary lane can exceed $100,000 in cumulative earnings. The program’s cost-to-earnings ratio, estimated at 2.35, indicates that the degree produces more than double its upfront cost in additional earnings over time.

Career Roles for Graduates

Most MAT completers step directly into classroom teaching positions aligned with their concentration: elementary general education, special education resource or self-contained classrooms, or pedagogy-focused roles that may include instructional support. With experience, master’s-level teachers often move into department chair, instructional coach, or curriculum coordinator positions, especially when paired with an M.Ed. or endorsement. In Georgia’s high-need rural and urban districts, the combination of a T-5 certificate and a special education or ESOL endorsement can fast-track hiring and leadership opportunities.

Questions to Ask Yourself

What Students Say About Thomas University's Education Programs

Student feedback for Thomas University's graduate education programs draws from a modest set of Niche reviews, with 21 ratings giving the graduate school a 4.48 out of 5 and an overall university rating of 3.84. While the sample is small, early patterns reveal consistent praise for faculty quality and the online learning format.

Faculty Support Stands Out

In Niche surveys, 90% of students say professors are passionate about their subjects, 90% agree they care about their students, and 90% find them engaging in the classroom. This alignment suggests a faculty culture centered on personal attention, a critical factor for working teachers balancing jobs and coursework. Reviewers often describe instructors as accessible, responsive, and willing to offer individualized guidance.

The Online Experience

Since Thomas University serves many Georgia educators through online delivery, student comments about the platform matter. While detailed platform ratings are limited, the high marks for professor engagement hint that the online environment supports meaningful interaction. Students mention that course design allows flexibility without sacrificing academic rigor, and that virtual discussions feel personal rather than transactional.

Career Impact and Satisfaction

Testimonials on GradReports and the university site emphasize the practical value of the degree. Graduates report that the programs directly improved their teaching practice and opened doors to leadership roles or salary advancement. Though fewer reviewers specifically address long-term earnings, the sentiment aligns with the university's mission to prepare educators for real-world classroom and administrative challenges.

Given the limited number of reviews, prospective students should treat these findings as directional. However, the themes of supportive faculty, flexible online learning, and career relevance echo the university's stated commitments.

Frequently Asked Questions

Find quick answers to common questions about Thomas University’s graduate education programs, including program options, format, cost, and admissions.

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