Move from NZ to teach kindergarten

As part of Moving to Australia’s ongoing work with the Department of Education Victoria, I recently spoke with Natasha, a New Zealand–trained kindergarten teacher who relocated to Melbourne in mid-2024.

With more than a decade of experience in early childhood education in New Zealand, Natasha made the move with her family after carefully weighing both professional and personal considerations. Her story offers a grounded, first-hand perspective on what it’s really like to transition into Victoria’s kindergarten system — from registration and employment to teaching practice, available scholarships and incentives, and work–life balance.

In this interview, Natasha shares the realities of relocating from Auckland to metropolitan Melbourne, the differences she’s experienced working in Victoria’s early childhood education sector, and the advice she would offer other New Zealand kindergarten teachers considering a similar move.

Natasha’s Journey

When Natasha first began thinking about moving from New Zealand to Australia, it wasn’t part of a long-term plan. It started quietly, in December 2023 — a thought that kept resurfacing as she reflected on her career, her family, and what she wanted the next chapter of her life to look like.

“I’d been working in early childhood education for over ten years,” she says. “I was in a management role, and I missed teaching. I missed being in the room with children.”

At the same time, Natasha and her husband were thinking about their two young boys and the education opportunities ahead of them. Based in West Auckland, she had experienced the strengths of New Zealand’s early childhood sector — but she also felt increasingly constrained.

“Financially, I didn’t feel my role reflected the workload I was carrying,” she explains. “And when I started looking ahead to primary schooling for my children, I wasn’t confident it was giving them what they needed.”

By February 2024, that initial idea had turned into action. The planning began.

Starting the Process: Research, Reality, and Paperwork

Like many New Zealand teachers considering a move, Natasha’s first source of information wasn’t an official website — it was other teachers.

“I spent a lot of time reading posts and conversations online,” she says. “That’s where people were openly sharing their experiences — what documents you need, what the process actually looks like, and what to expect once you arrive.”

Those conversations helped her understand the steps involved and gave her the confidence to begin the formal process.

By April 2024, Natasha started gathering documentation and applying for Victorian Institute of Teaching (VIT) registration, a required step for teachers working in Victoria.

“Overall, the process was quite straightforward,” she says.

The Victorian Institute of Teaching (VIT) is the independent body that regulates teachers in Victoria, ensuring quality teaching and the safety and well-being of children. It’s a legal requirement for all teachers to be registered before working in a Victorian school or early childhood service.

As part of the application process, you’ll need someone who knows you professionally to complete the endorsement or attestation form, confirming your identity and character.

Applying for Roles

“I applied to three centres while I was still in New Zealand,” she says. “All three replied.”

When she arrived in Melbourne, she visited each centre during her first week. All three offered her a position.

“That was really empowering,” she reflects. “It gave me the chance to choose based on the environment, the philosophy, and how the centre felt — not just availability.”

She chose the centre that felt like the best fit, even though it meant a longer commute.

“I don’t mind travelling if I feel aligned with where I’m working. You know when a place feels right.”

The Department of Education in Victoria provides specialist recruitment agency support for early childhood education professionals in New Zealand. to find a new role and successfully relocate.

You are encouraged to register with one of these specialist recruitment agencies. These agencies provide expert support to the sector to help find early childhood education staff seeking a new career or a change.

Register your interest to connect with a recruitment agency.

Adjusting to a Different Early Childhood Education System

Moving from New Zealand to Victoria came with adjustments — particularly in the early childhood environment.

In Victoria, qualification requirements vary depending on the role. Kindergarten programs must be led by a qualified early childhood teacher, while educators working alongside early childhood teachers, or with children under three, may hold vocational qualifications.

Natasha described her kindergarten as a well-supported environment under strong service leadership that values high-quality practice and ongoing professional growth. She highlighted the impact of a skilled educational leader who guides and fosters innovative practice, ultimately strengthening children’s outcomes.

Ratios and Funding: Time, Resources, and Sustainability

One of the most noticeable differences Natasha experienced after moving to Victoria was staff-to-child ratios — particularly in infant and toddler rooms.

“In Victoria, babies are cared for at a one-to-three ratio,” she says. “That alone changes everything. You can slow down, respond properly, and really be present with each child.”

By comparison, Natasha explains that ratios in New Zealand are higher, even in centres that aim to exceed minimum requirements.

“When ratios are tighter, you’re not constantly rushing,” she says. “You can give children the time they deserve — during routines, play, and everyday moments. That has a direct impact on quality.”

Funding was another area where Natasha noticed a clear difference.

“There’s more resourcing available to support kindergarten programs,” she explains. “That includes funding streams that support planning, program delivery, and collaboration.”

She describes being able to make intentional decisions about learning environments and program needs, rather than constantly working within budget/funding constraints.

“You’re not always trying to stretch limited resources,” she says. “You can focus on what will genuinely support learning.”

For Natasha, the combination of lower ratios and stronger funding has created a more sustainable teaching environment.

“You’re able to focus on quality — not just supervision,” she says. “That changes how you feel as a teacher, and how effective you can be in your role.”

Professional Conditions: Pay, Planning Time, and Boundariess

Financially, the move to Victoria was a clear step forward.

Natasha received $17,000 in relocation incentives, which eased the financial burden and helped make the transition much less stressful.

Regarding her new job, Natasha said “even when I was in a management role in New Zealand, I earned less than I do now as a kindergarten teacher in Victoria.”.

In Victoria, individual employers set teacher wages, and there are different industrial arrangements in place across the sector. For kindergarten teachers working in standalone services, there are two key enterprise agreements that set wages and a range of conditions, including paid parental leave, mentoring support, and generous non-contact time. “That consistency matters,” she explains. “You know exactly where you stand.”

Another significant difference is non-contact time.

“In my centre, we are entitled to eight hours of planning time per week,” she says. “I kept asking if that was correct — because in New Zealand, I was getting around two.”

Moving as a Family

Natasha moved to Melbourne with her two sons, who were seven and three years old at the time. They settled in the eastern suburbs, chosen largely for access to public schooling.

“The schools are excellent,” she says. “They’re well-resourced and very proactive.”

Her eldest son’s progress stood out early on.

“Within a few months, his reading improved dramatically,” she says. “The level of individual support was something we hadn’t experienced before.”

For Natasha, seeing her children settle and thrive reinforced that the move was the right decision.

The Practical Realities of Relocating

While the professional benefits were clear, Natasha is honest about the practical challenges of relocating.

“There’s a lot to organise and it all takes time,” she says. “

Victoria requires more frequent renewals for safety certifications than New Zealand, which is important for incoming teachers to understand.

Housing was another major consideration. Natasha’s husband moved ahead of the family to secure accommodation.

“I would strongly recommend that approach if it’s possible,” she says. “Finding a rental takes time — doing that with children would have been extremely difficult.”

Transport costs were another surprise.

“Cars are expensive here,” she says. “Much more than we expected. Registration, insurance, and vehicle prices all add up quickly.”

To ease the financial challenges of moving to Victoria, the Department of Education offers financial incentives of between $9,000 and $50,000, plus relocation supplements of up to $8,000, for eligible early childhood teachers and educators, like Natasha, to take up roles in funded kindergarten programs. These incentives include support for those joining or re-joining the sector, relocating to work in a hard-to-staff location and those joining the Victorian workforce.

Advice for Other New Zealand Teachers

Despite the challenges, Natasha has no hesitation in recommending the move — with preparation.

“I would absolutely recommend Victoria to other New Zealand kindergarten teachers,” she says. “But it’s important to understand that it will be different.”

She now regularly supports other teachers through online communities, answering questions about documentation, registration, and what to expect once they arrive.

“A lot of people worry about whether they can move centres if something isn’t the right fit,” she says. “The key is to do your research, ask questions early, and know your professional worth.”

For Natasha, the move to Victoria has brought balance back into her career.

“I feel respected as a professional. I’m supported. I’m paid fairly. And I still get to do the work I love.”

And for her family?

“It’s been the best decision we could have made.”

Find Out More

If you’re a New Zealand-trained kindergarten teacher considering a move to Victoria, there is a range of support and information available to help you understand registration, employment pathways, and what to expect when working in the Victorian kindergarten system.

To find out more about opportunities to work in Victorian kindergartens, including registration requirements and workforce initiatives such as financial incentives and relocation support, visit Department of Education Victoria and explore the kindergarten workforce information available for overseas-trained teachers.

You can also find practical guidance, real-life case studies, and step-by-step resources here on Moving to Australia that will help you plan your move with confidence.

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