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Undergraduate Teacher Education
Candidate Handbook

Introduction  |  Coursework  |   Field Experience |  Candidate Assessment

Introduction

The Candidate Handbook for the Undergraduate Teacher Education Program is provided as a supplement to the UNO General Catalog and the UNO Student Handbook. It is designed to meet your needs as a bachelor’s degree candidate in the College of Education and Human Development who wants to become certified to teach in an elementary or secondary school in Louisiana.

When you use this handbook together with the UNO General/Graduate Catalog, the appropriate Class Schedule Bulletin, and an advising plan for your academic major, the handbook will help you plan your program of study. The handbook outlines the major components of both degree and certification requirements and highlights some essential details that you need to give special attention.

Overview of the Program of Study

The undergraduate teacher education program at UNO is aligned with the overall mission of the College of Education and Human Development:

The Mission of the College of Education and Human Development is to Improve Teaching and Leadership, Advance Lifelong Learning and Promote Health and Wellness through Enhanced Community Partnerships.

The College of Education and Human Development accomplishes this mission through:

• Baccalaureate, Master’s and Doctoral programs of study
• Interaction of theory and practice
• Inclusive practice among diverse populations
• Proactive efforts to optimize health and wellness across the lifespan
• Involvement at local, state, national and international levels
• Generation and dissemination of applied, basic and sponsored research
• Application of current and advanced technology
• Mutually beneficial partnerships to enhance communities and improve schools

The teacher education program is designed in alignment with the Conceptual Framework of the college which establishes a goal of preparing reflective practitioners. The Conceptual Framework of the college includes several components to support a performance-based model of teacher preparation, including:

• A goal of preparing reflective practitioners
• An emphasis on theory-practice interaction
• A role-focused model of preparation
• An emphasis on four critical themes addressed by each program of study
• An emphasis on meeting the needs of metropolitan schools and diverse learners
• Programs designed to create an impact on local schools, communities, and individuals.

The program of study includes three key components: coursework, field experience/clinical practice, and candidate assessment. Each component of the program is described in the handbook.