Choosing effective PLD for 2026

Globally, participating in ongoing professional learning and development (PLD) is an expected and essential part of the teaching profession.

Teachers’ PLD is usually defined as an activity aimed at improving an educators’ teaching ability through a structured and facilitated approach. This might include attending seminars, participating in sessions run by external providers, or undertaking extra study in a specific field or subject.

Responding to our changing world, changing communities, and changing understanding of education and pedagogy requires PLD. Across their careers, teachers must continually learn and adjust their practice to ensure it maintains its quality. This is reflected in the fact that across the OECD, most teachers are bound by law to undertake PLD as part of their work, or for specific purposes like promotions and salary increases.

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New Zealand is one of only four countries in the OECD where PLD is not compulsory. However, this doesn’t mean that PLD is not expected or required of teachers. 

In New Zealand, PLD is becoming more centralised as the government focuses on making our education system nationally consistent. As noted in a recent report from the Education Review Office (ERO), teaching quality is a critical factor for student success. This makes PLD a powerful tool to lift achievement in schools, and the overall quality of our education system.

With the rollout of structured literacy and structured maths approaches, most schools will be undertaking PLD provided to support teachers with changes to the national curriculum. However, besides the PLD required to effectively implement the new curriculum, many educators and school leaders are looking for opportunities that support goals specific to their students, the needs of their school community, and specific career ambitions.

Related School News story: Official rollout of structured literacy resources for te reo Māori

Changing world, changing needs, changing approaches

Parts of New Zealand are undergoing rapid demographic shifts, which means schools and teachers are seeking PLD to respond to corresponding changes in student needs like cultural and language considerations. Students are also presenting with additional needs following the social and economic challenges of the pandemic. There is also a growing awareness of how wellbeing affects student learning, and how schools can better accommodate neurodiverse learners. 

Similarly, the world is also changing at pace. New technologies bring new possibilities, and new problems, which manifest in the classroom. Students are grappling with the consequences of increased visibility and accessibility to one another through social media, and the advent of widely accessible generative artificial intelligence is forcing educators to adapt their approach. Our continually changing and evolving world demands a continually changing and evolving educator to best prepare our young people for an unpredictable future. 

These challenges mean that there is demand for PLD which addresses cultural competencies, language skills like te reo Māori and NZSL, pastoral care and mental wellbeing, teaching strategies for neurodiverse learners, and integrating technology in the classroom. 

Teachers may wish to consider which areas of their practice they would like support with, and which skills may be relevant both to their immediate practice and future career goals. School leaders might consider whole school approaches—which areas of school life require strengthening to eventuate the school’s long-term vision and values? What are community expectations of the school?

Diverse PLD pathways 

For educators looking to upskill, options range from micro-credential courses to full courses of tertiary study like post-graduate diplomas or degrees.

Many teachers and schools will be looking for shorter term PLD which can be integrated into teaching practice and built on iteratively. Fortunately, there are many formats of PLD available to address diverse needs, from formal short courses to seminars, online training, conferences and workshops, and peer-facilitated training, mentoring or supervision.

Leaders should communicate with their staff and school communities to understand their needs, and how PLD is received to ensure that the chosen course is effective and adequately supported to be integrated into practice.

It’s also important to consider how the PLD will fit into teachers’ existing workload. Does a longer session once a term, or an extra hour each week work best for your school’s needs and culture? There are many flexible PLD options available too, such as online or on-demand courses.

Some providers deliver PLD onsite at your school. Your whole school may be involved, or many PLD opportunities are suited to smaller groups, like teachers of a particular year level or subject area.

Sessions facilitated by outside providers can often incorporate learning opportunities for students and families. Cyber safety or wellbeing workshops, for example, could be delivered separately to school staff, students, and parents and caregivers.

Qualified teachers with a special interest in specific fields may consider undertaking a thesis or other dissertation at the tertiary level, which could qualify them to be leaders in their fields, or in their schools.

Current teacher aides or those with limited authority to teach (LAT) might look at studying to become a fully qualified teacher. Initial training is the foundation of a teacher’s practice, and there are many options available. With the support of a school, some tertiary courses are even offered remotely, and part-time, so teacher aides or LAT holders can continue working. TeachNZ offers some scholarships for tertiary pathways, and trainee teachers may also be eligible for interest free loans through Studylink. 

 Rather than simply responding to changing needs, schools and educators are also increasingly aware of the need for a future focused approach, where leadership anticipates and drives change to ensure teaching and learning continues to work well for all students.

Leaders might look for targeted PLD to support the development of a vision, and leadership capacity. Strong leadership is crucial for enacting meaningful organisational change which makes a difference for students and the school community, as this requires a long-term vision with an associated plan. Leaders can find customised coaching, and external support to implement customised PLD programs which support their goals.

It’s important for all members of your school team to feel valued, whatever their role. This means PLD for non-teaching staff is also essential. Make sure all school staff are encouraged to pursue PLD to strengthen all aspects of your school.

Strong educational outcomes depend on effective teaching, a robust and inclusive school culture, and happy and engaged students and families. All members of your school’s staff should continue their learning journey to ensure they are able to bring their professional best each day. A strong support team, that feels valued and respected equally to teachers, will enhance your school culture, and learning outcomes.

Read the latest print edition of School News online HERE.