Mentoring/Coaching

Early childhood is an important time to nurture and deepen a tamaiti’s social and emotional competence. Helping tamariki recognise emotions, build relationships, learn to navigate challenges, and to develop resilience is an important part of our role as kaiako. But what happens when those emotions become big? It can result in physical behaviour, withdrawing, shouting,

One exciting aspect of the 2026 Teaching Standards is the increased emphasis on intentionally supporting children’s learning through meaningful everyday experiences. As kaiako, we know that literacy and numeracy are not concepts to be taught in isolation. They are skills that develop naturally through play, relationships, communication, and responsive teaching. Let’s look into this concept

The 2026 Teaching Standards centre around three key domains: Professional Knowledge – I know Professional Practice – I do Professional Engagement – I engage While each of these domains has its own focus, there is one powerful thread that connects them all. Reflection. In fact, meaningful reflection might be one of the most important skills

Teaching is never something we do alone. Professional Knowledge and Professional Practice are certainly important aspects of your teaching, but there is something else that is equally important. Relationships. Professional Engagement is all about how we connect, collaborate, communicate, and contribute within our teaching community. It reflects the relationships we build with the tamariki, their

As a kaiako, your goal is to build your professional knowledge to support the tamariki at your centre. The 2026 Teaching Standards challenge you to explore what you know, how you understand it, and how you can continue to grow that knowledge over time. But effective teaching is not just about what you know. Knowledge

As we continue to explore the shift to the 2026 Teaching Standards, it is really apparent that the changes not only affect what we do. They are also about how we understand ourselves as kaiako. In this article, we are turning our attention to one of the three key domains. Professional Knowledge – I know.

The transition to the 2026 Teaching Standards is more than a structural update. It represents a significant shift in how we understand our professional teaching identity in Aotearoa. Previously, we explored what the updated Standards mean for your teaching practice. If you’d like to read more about this, you can check out the article here

Change is on the horizon for the teaching profession in Aotearoa. From 2026, early childhood education (ECE) centres and schools will begin using the updated 2026 Standards for the Teaching Profession as the foundation for teacher practice, professional growth cycles, and certification preparation. The updated standards have been developed to provide a clearer articulation of

The move from study into a full-time teaching role is an exciting transition for any provisional teacher. But it can feel a little overwhelming also. When studying, you are working within a structure of assignments, clear deadlines, and academic expectations. But once you graduate, you are completely immersed in a complex and fast-moving world of

“Children experience an environment where they learn through active exploration of the environment.” — Te Whāriki, 2017 From the moment tamariki begin to explore the world, they are already learning. The exciting thing about this is that every question and discovery builds their knowledge, confidence, and problem-solving skills, while building a strong learner identity. Exploration