Abstract:
This paper examines teachers’ views about the Highly
Accomplished and Lead Teacher (HALT) Certification 2.0 Modular
Model (CMM 2.0). The research reveals teachers’ voices and agency
in relation to HALT certification. Participants in this study included
HALT certified teachers, current HALT participants, and prospective
participants. The semi-structured interviews conducted provide
insights into the benefits and challenges associated with the CMM
2.0. Thematic coding and systematic analysis were applied to the data
to arrive at the key findings. The research revealed that teachers
believed that the modular approach was advantageous as it was
flexible and provided professional recognition and development.
Issues identified by the participants were the time, cost and workload
involved, and the role of leadership and peer collaboration in
certification. This study makes a contribution to knowledge about the
nature and benefits of a modular approach, which can inform the
design and implementation of certification in Australia and
internationally.
