Undergraduate Leading Teacher Programs

Bachelor Programs

The School of Education offers undergraduate programs approved by the Pennsylvania Department of Education for the preparation of Grades PreK-4 (Early Childhood), Grades 4-8 (Middle Level; concentration options include: English/Language Arts, Mathematics, or Science in Grades 7-8; or a dual concentration with certification in Mathematics and English/Language Arts in Grades 7-8, and Secondary Education (English, Mathematics and Social Studies) teachers. The Grades PreK-4, Grades 4-8, and Secondary Education programs, in accord with the philosophy and objectives of the School of Education, offer teacher candidates the opportunity to qualify for:

  1. The Instructional I (Provisional) Certificate in Pennsylvania.
  2. Admission to graduate programs in education.

The last 30 credits for the degree must be earned at Duquesne University. The minimum number of credits for graduation from Duquesne University is 120 but varies by program.

Teacher candidates in the School of Education must comply with all Pennsylvania Department of Education requirements for certification. State regulations change from time to time and have precedence over University catalogs and School of Education Handbooks for minimum requirements. Teacher candidates will be notified of any modification regarding programs of study. The Office of Student and Academic Services, the Undergraduate Success Coaches, Director of Initial Certification, and the Associate Dean of Teacher Education make the program requirements and changes known to students.

While the University determines the courses required in the Bridges Common Learning Experience  (BCLE), variations in course requirements may exist within programs in the School of Education based on certification requirements. Teacher candidates will be notified of any modification regarding courses in BCLE.

Program Requirements

The material contained is subject to change from time to time and this publication cannot be considered an agreement or contract between individual teacher candidates and the School. The School of Education reserves the right to alter or amend the terms, conditions and requirements, and to eliminate programs or courses as necessary. Once enrolled, teacher candidates should refer to the Leading Teacher Program Handbook for specific information regarding academic policies pertaining to their program.

Certification Tracks in the Leading Teacher Program

Professional Educator Certification Track

Teacher candidates must apply and be accepted to one of three Professional Educator Certification Tracks before scheduling coursework in the junior year of the LTP. Specialized courses provide preparation in pedagogy required for specific fields of concentration, Grades PreK-4 (Early Childhood), Grades 4-8 (Middle Level), or Secondary education. To provide teacher candidates with the most current professional education, curriculum requirements and/or prerequisite requirements are subject to change by the Pennsylvania Department of Education or the faculty. Changes may affect the programs of study of teacher candidates. The Office of Student and Academic Services, the Undergraduate Success Coaches, Director of Initial Certification, and the Associate Dean of Teacher Education make the program requirements and changes known to students.

See each of these individual program pages in the course catalog for more program details:

  • B.S.Ed. Grades PreK-4 (Early Childhood Education)
  • B.S.Ed. Grades 4-8 (Middle Level)
  • B.S.Ed. Secondary and K-12 Education
  • Dual Certification in General and Special Education, B.S.Ed. 

Equity Education Certificate

The Equity Education Certificate is designed to enhance teaching practices in ethics, equity literacy, culturally relevant and sustaining pedagogy, and critical studies in education. Students will learn how societal inequities can affect teaching and learning in schools. They will also explore how to scaffold curriculum and pedagogy to meet learners' diverse needs, interests, skills, and abilities within their sociocultural, political, and community contexts. Ultimately, the Equity Education certificate program equips educators to be agents of transformative social change in schools, communities, and community organizations. This certificate program is housed in the School of Education; however, it is open to all undergraduate students interested in working with youth in educational and community settings. It is available to any undergraduate student who maintains a 3.0 GPA and meets the eligibility criteria as reflected in the application process. This is a School of Education-endorsed certificate.

Program Level Goals

  • The Equity Education Certificate will develop agents for social and transformational change in educational and community settings.
  • The Equity Education Certificate will create pathways for understanding how educational settings extend beyond schools to community organizations and other out-of-school learning spaces.
  • The Equity Education Certificate will foster educators and community leaders who engage in equity-minded and asset-based approaches when working with youth. 

Courses

  • LTFL 102 Ethics, Education, and the Teaching Profession - 3 credits
  • LTFL 203 Social Justice in Community-Engaged Ed. Settings - 3 credits
  • LTFL 293 Inclusive Field Experience Stage 1 - 0 credits
  • GFDE 503 Curriculum for Social Change - 3 credits
  • LTEL 201 Meeting the Needs of English Language Learners - 3 credits
  • GCNE 549 Multicultural Issues and Strategies in Counseling - 3 credits
  • EDUC 421 Equity Education Capstone - 3 credits


Total Credits: 18 

Equity Education Certificate Learning Outcomes 

  • Students will acquire skills in moral and ethical deliberation.
  • Students will develop critical knowledge, particular to students' rights, opportunities, and resources related to their vulnerable status in schools.
  • Students will develop culturally competent, responsive, and sustaining practices for diverse learners.
  • Students will learn the practice of critical self-reflection for self-correction.
  • Students will develop competencies in cultural critique of systemic inequities to create empowering and transformative practices in diverse K-12 school and community settings.