New Standards, New Expectations, New Challenges: Accepted!

The Teaching Council of Aotearoa New Zealand has released the new Code and Standards, set to take effect in 2026. By 2027, these expectations should be fully woven into every registered teacher’s professional growth cycle (PCG).

On first look, I found myself genuinely grateful — and honestly, a little relieved. The standards have been uplifted, shaken up, and flipped over. Exactly what has been needed for quite some time.

The language is direct, accessible, and unmistakably clear. Take Standard 2: “Know the content and know how to teach it.” Straight to the point. There is no room for guessing or vague interpretation — and that in itself is refreshing.

After years of sector conversations about expectations, capability, and consistency, it feels like our governing body has finally drawn a firm line: if you are teaching, you need to know what you’ve been taught — and importantly — how to apply that knowledge in practice.

With over 35 years in teaching, I've witnessed a myriad of changes that have significantly transformed the educational landscape. One of the most notable shifts has been the transition from traditional Teachers Colleges, which provided comprehensive training and a deep foundation in pedagogy, to the now prevalent one-year post-graduate qualifications. This change, while designed to streamline the path into the teaching profession, has raised concerns about the depth of preparation new educators receive before stepping into the classroom.

Additionally, the role of teachers has evolved dramatically over the years. No longer confined to the responsibilities of delivering curriculum educators are increasingly taking on multifaceted roles that resemble those of social workers and parental advisors. Teachers are now often the first line of support for tamariki facing various challenges, including emotional and social issues. This shift has necessitated additional training in areas such as emotional and social awareness, conflict resolution, and community engagement, thereby expanding the skill set required for effective teaching.

Furthermore, the joy of teaching—a passion that initially drew many of us into the profession—has been increasingly overshadowed by the burdens of paperwork and compliance demands.

The cumulative effect of these changes has created a complex environment in which educators must navigate not only the demands of teaching but also the broader societal expectations placed upon them. As we look to the future of education, it is essential to reflect on these shifts and advocate for a system that honors the art of teaching while equipping educators with the necessary tools and support to thrive in their vital roles.

Our people are tired. Our profession has been stretched thin.

So here’s my hope — and my challenge to the sector:

✨ May these new standards reignite our collective why.

✨ May we embrace the changes rather than resist them.

✨ And most importantly, may we implement what is asked of us in a way that restores the heart of teaching.

Because at its core, our profession is one of transformation. We are here to make a difference — to spark curiosity, capability, and confidence in the tamariki and whānau we serve.

If these new expectations help us return to the joy of teaching — the pure impact of knowing we’ve changed a learner’s world — then I say:

New Standards. New Expectations. New Challenge — Accepted!