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Students enter the program as a cohort, meaning they enroll in pre-set courses as a group.

The ELE/SPED program has one admissions cycle per year, which is in the fall. Students apply for the program in early February the semester prior. See the admissions page for more information the requirements.

Each cohort is assigned to a specific Professional Development Community (PDC). Teacher candidates will be assigned to one PDC during junior year and a different PDC during senior year. Teacher candidates are required to attend field placement at an assigned school within the PDC. Our model provides intensive field experiences during the junior year and the first semester of the senior year. Students spend at least three full days per week in their field placement schools, and the remaining two days are reserved for the accompanying college courses. Internship occurs during the spring semester (final semester) of the senior year. During internship, Â鶹¾«Æ·ÔÚÏß²¥·Å teacher candidates are expected to assume all of the responsibilities of a full-time teacher. 

The Elementary/Special Education program at the University of North Georgia values community, relationships, and practice in the field.  We hold students in ELE/SPED to high professional and academic standards, and the following student learning outcomes define our expectations for our graduates: 

1. ELE/SPED students will have an in-depth content knowledge as outlined by the standards set forth by  and the .
2. ELE/SPED students will demonstrate entry-level preparedness for teaching in the elementary classroom as measured by mentor teacher evaluations and Candidate Assessment on Performance Standards.
3. ELE/SPED students will meet the objectives of each course in the program through the successful completion of key assessments aligned to college, state, and professional standards.
4. ELE/SPED students will uphold challenging expectations for all learners and develop and maintain appropriate learning outcomes that respect the multiple diversities of learners.
5. ELE/SPED students will use culturally responsive practices when planning and implementing differentiated, meaningful curriculum, taking into account learning theories, data, and evidence-based practices.
6. ELE/SPED students will systematically gather, analyze, and utilize relevant data to measure learner progress, inform instructional content and delivery methods, and provide timely and constructive feedback.
7. ELE/SPED students will use a variety of engaging research-based strategies that promote student learning and develop higher-level thinking to meet the needs of all children.
8. ELE/SPED students will communicate effectively with all stakeholders—including learners, parents, administrators, colleagues, and community members—and maintain professional and ethical behavior at all times.
9. ELE/SPED students will integrate technology to support student learning and enhance instruction and assessment.