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Our teacher candidates enter the program as a cohort, meaning students enroll in pre-set courses as a group. Our ELESPED 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 our 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, Õý°ÄÃÅÁùºÏ²Ê¿ª½±½á¹û teacher candidates are expected to assume all of the responsibilities of a full-time teacher. 

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

1. ELESPED teacher candidates will have an in-depth content knowledge as outlined by the standards set forth by  and the .
2. ELESPED teacher candidates will demonstrate entry-level preparedness for teaching in the elementary classroom as measured by mentor teacher evaluations and Internees, a state designed assessment system (part of the .
3. ELESPED teacher candidates 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. ELESPED teacher candidates will uphold challenging expectations for all learners and develop and maintain appropriate learning outcomes that respect the multiple diversities of learners.
5. ELESPED teacher candidates will use culturally sensitive practices when planning and implementing differentiated, meaningful curriculum, taking into account learning theories, data, and evidence-based practices.
6. ELESPED teacher candidates will systematically gather, analyze, and utilize relevant data to measure student progress, inform instructional content and delivery methods, and provide timely and constructive feedback.
7. ELESPED teacher candidates 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. ELESPED teacher candidates will communicate effectively with all stakeholders—including students, parents, administrators, colleagues, and community members—and maintain professional and ethical behavior at all times.
9. ELESPED teacher candidates will integrate technology to support student learning and enhance instruction and assessment.