The Master’s University’s M.Ed. in Teaching is designed to develop practical knowledge and skills to help teachers navigate real classroom issues.
The TMU Online Master of Education in Teaching will develop you as a professional educator, equipping you to integrate the Word of God into all aspects of your teaching practice. Whether at a Christian school or in a secular environment, God’s truth impacts everything you do. As you grow your knowledge base and skill set, you will develop confidence and leadership, accomplishing your goals and transforming students’ lives. Designed to help strengthen the teaching practice of classroom teachers, the program will help you build on knowledge learned in a credential program and/or on the job, with courses emphasizing practical application of theory with a scriptural lens.
Please note we are unable to admit students from the state of Kentucky.
The fully online Master of Education in Teaching begins a new cohort every fall semester. Every semester is completed in two 8-week sessions with students taking one class during each session. This allows students to complete their degree in less than 24 months. Any student that would like to begin the program before or after the fall cohort is welcome to. Please speak with one of our advisors who can assist you.
Fall Courses (Year 1)
For a complete list of requirements for this degree please see our academic catalog.
This course provides an overview of principles and practices related to diversity in contemporary schooling, including topics such as the overarching concepts of culture, race, class, and group, cultural and neuro-diversity, and ways cultural and neuro-diversity influence education structure and practice, with a special focus on the inclusion of English learners and students with special needs in a regular education classroom. In addition, the course examines ways teachers can implement culturally responsive, neuro-differentiated teaching practices to meet student needs.
This course examines various research-based models, theories, and best practices for effective classroom management in service of student learning. Topics include strategies for developing effective learning communities, effective classroom procedures and expectations, anticipating and managing student behavior, rewards and motivation, positive behavior intervention and support, and strategies for working with reluctant or difficult students. Students will develop a personal classroom management system for use in their own teaching practice.
Spring Courses (Year 1)
This course provides students with an overview of the structure and design of school curriculum, including historical and contemporary factors that influence it. Students will learn how to create, evaluate, and develop curriculum, with an emphasis on standards-based, learning-centered instruction. Various curriculum models and theories will be examined, and students will apply theoretical learning to their current teaching practice.
Offered in Spring Session 1
This course provides a critical examination of major philosophies of education. Students will also examine the philosophy’s relationship to historical and current school structure and teaching practice in the United States. Students will develop a personal philosophy of education, grounded in scriptural principles and theoretical knowledge.
Offered in Spring Session 2
Summer Courses (Year 1)
This course examines best practices for incorporating educational technology in the classroom. Includes strategies for using technology in the teaching/learning process, assessing student learning, and communicating with stakeholders 199 (parents, colleagues, administration, and community members). Students will learn best practices regarding selection and evaluation of specific hardware and applications and will develop a plan to implement those in their teaching practice.
Offered in Summer Session 1
This course provides a critical examination of various theories of learning. Course topics will include main principles of both historical and contemporary models of cognitive processing, constructivism, experiential learning, and learning styles. Students will explore implications for teachers and students, relating theory to their own teaching practice.
Offered in Summer Session 2
Fall Courses (Year 2)
This course provides an introductory overview of concepts, principles, and methods of educational research, including both qualitative and quantitative approaches, to enable students to become informed consumers of educational research. Topics include purposes of educational research, research design and typical methods (such as experimental, grounded theory, ethnography, narrative, action research, and mixed methods), and the research process.
Offered in Fall Session 1
This course examines various theories about and types of student assessment. Topics include formal and informal assessment, formative and summative assessment, test construction, rubrics, and authentic assessment. Students will apply theory to their teaching practice, using appropriate strategies to design, implement, and evaluate assessments effectively to enhance learning.
Offered in Fall Session 2
Spring Courses (Year 2)
This course provides opportunity for students to examine action research theory and method and design a research project with the aim of improving their teaching practice. Student will gain the knowledge and skills necessary to design and implement an action research project, including identifying and stating the problem, conducting a literature review, collecting and analyzing data, and presenting findings in a formal report.
Offered in Spring Session 21
This course provides an overview of the principles and best practices of educational leadership from a biblical perspective. Topics include organizational structure and behavior, building positive relationships, professional learning communities and coaching, communication, decision making, and program improvement.
Offered in Spring Session 2
Summer Courses (Year 2)
This is a core course in the TMU M.Ed. program and must be taken as the last course in the program. In this course students will design, propose, implement, and present a capstone project (or projects) through which they will demonstrate achievement of the M.Ed. program learning outcomes:
- Apply a biblical worldview and specific scriptural principles in the evaluation of any educational program or issue.
- Apply instructional theory to design and implement effective instructional strategies appropriate for the subject matter and student characteristics (including age, diversity, and exceptionality).
- Apply assessment theory to design and implement effective student and program assessment strategies in a range of subject areas and educational settings.
- Work effectively as a leader and/or team member within a collaborative educational environment.
- Perform and communicate results of graduate-level educational research, which includes effectively analyzing and evaluating the results of educational research, as well as applying the results to specific problems or issues as appropriate.
A Master of Education in Teaching gives students the practical knowledge and skills they need to deal with real classroom issues.
The TMU Online Master of Education in Teaching develops students as educational professionals who are able to integrate the Word of God into all aspects of the classroom. Our graduate program offers the educational knowledge needed to develop confidence and leadership in the classroom, combined with a personal approach that will transform students’ lives.
- Lead Teacher
- Department Chair
- Instructional Designer
The Master’s University is committed to providing quality Christian education to believers around the world.
To be admitted as a graduate, masters degree-seeking student in the School of Online Education, you must meet the following requirements:*
- Have a clear profession of faith in Jesus Christ as your personal Savior.
- Have completed a bachelor’s degree at a regionally accredited college or university with a cumulative grade point average (GPA) of at least a 3.0 (M.Ed. program only).
- Submit official transcripts from all other colleges and universities attended.
- Note: The M.Ed. program is designed for those who are employed as a teacher of record in their own classroom, though such employment is not a requirement for admission.
- We are unable to admit students from the state of Kentucky.
- *Individual programs may have additional requirements.
Students may also be requested to answer the following questions as a part of the admissions process:
- Have you completed or will you have completed a teacher preparation program at any point in your prior college coursework? If not, what is your background or training in teaching/education?
- Do you have, will you have, or have you ever had a state teaching license or credential, and if so, when and what type?
- Have you completed an approved Induction program in California to clear your credential or a similar program in another state?
- Are you currently employed as a teacher, or work in a school setting? It is helpful to have access to an actual classroom to complete projects and assigned research in the program. While it is not impossible to complete the program without this access, it is easier with the access. If you have questions about what constitutes “access to a classroom”, let us know and we can help.
- Also, please note, this program does not lead to licensure.