Five beginning teachers' reflections on enacting New Zealand's national standards

Abstract This paper draws on interviews with five beginning teachers, who were part of a larger qualitative study, to consider the implications of national standards for teachers, parents and students in New Zealand. Twice a year, New Zealand primary and intermediate (Year 1–8) schools must report on students' learning against national standards in reading, writing and mathematics, positioning students as ‘above’, ‘at’, ‘below’ or ‘well below’ the relevant standard. The teachers in our study described enacting the standards as a key challenge and/or an area where they needed professional development, noting a tension between accountability and care imperatives.