Presbyterian College

What you'll study

The programme blends a liberal-arts curriculum with focused teacher-preparation courses and progressive school-based experiences. Core study areas include foundations of education, child and adolescent development, curriculum design, assessment and data use, classroom management, and inclusive practice.

• Subject-specific methods — coursework in pedagogy tailored to particular levels (elementary, middle, secondary) and subject areas such as literacy, mathematics, science, social studies and the arts.
• Instructional technology and blended learning — practical use of digital tools, learning management systems and strategies for differentiated instruction.
• Special education and inclusion — principles and strategies for meeting diverse learner needs, collaboration with specialists and individualised planning.
• Assessment, data and action research — formative and summative assessment practices, interpreting data to improve instruction and conducting classroom-based research projects.
• Professional development and leadership — seminars on reflective practice, coaching, mentoring, and leading professional learning communities.
• Practicum and student teaching — graded field placements that progress from early observations to full-time supervised student teaching, accompanied by a teaching portfolio and capstone reflection.

The typical degree structure is delivered over four years: general education and introductory education courses in the first years, progressively intensive methods courses and practicum placements in the middle years, and final-semester student teaching and capstone work. Coursework emphasises reflective practice, classroom-ready skills and ongoing professional learning.

Entry requirements

Applicants must hold an accredited secondary-school qualification and meet Presbyterian College's undergraduate admission standards. In addition to general admission, entry to the teacher-education sequence normally requires a satisfactory academic record, completion of prerequisite coursework (such as introductory education or subject-area study), and demonstration of suitability for working with children and young people.

• Selection for the professional sequence typically involves academic review, references and an interview or informational meeting with the education faculty.
• Candidates should be prepared to meet state requirements for teacher preparation, which commonly include background checks, health and immunisation documentation, and successful completion of any required certification assessments.
• International applicants may need to provide proof of English-language competence and equivalent academic credentials.

Career prospects

Graduates are prepared for initial teacher licensure and entry into classroom teaching at the elementary or secondary level, depending on their chosen route and subject specialism. The programme also prepares graduates for a range of roles that support teaching and learning.

• Classroom teacher (primary or secondary) in public and independent schools
• Specialist roles such as literacy or numeracy coach, special-education support teacher, or inclusion coordinator
• Professional development coach, instructional coach or curriculum coordinator working within school districts or regional education services
• Education consultant, assessment specialist or roles in non-profit and community education organisations
• Further study at postgraduate level in education, educational leadership, special education or school psychology

Why study at Presbyterian College

Presbyterian College offers a liberal-arts based teacher-preparation experience with small class sizes and close faculty mentoring, allowing for personalised feedback during practicum and student-teaching placements. The programme emphasises ethical practice, service and community engagement alongside rigorous professional preparation.

Students benefit from established partnerships with local schools that provide progressive field experiences, as well as faculty who are active in classroom-based research and professional development. The programme is designed to align with state teacher-preparation expectations and to equip graduates with both the classroom skills and the reflective habits needed for sustained professional growth.