An Analysis of the Status of Teacher Certification in the Australian Capital Territory Following the Introduction of the Modular Model

Oct 15, 2026

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This research evaluates the effectiveness of the Certification Modular Model 2.0 (CMM 2.0) provided by the Teacher Quality Institute in the Australian Capital Territory. The study assesses how attractive, sustainable, and developmental CMM 2.0 is, using two surveys for prospective applicants and current or former certification participants. A case study method is applied, supported by coding and systematic analysis.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages22

Reading Time55 min

AccessFree to download

Introduction

Teacher Certification in the Australian Capital Territory

Research Question

Objectives of the modular approach

An Analysis of the Status of Teacher Certification in the Australian Capital Territory Following the Introduction of the Modular Model Rohan Nethsinghe University of Visual and Performing Arts, Sri Lanka Bernard Brown University of Canberra Abstract: This paper reports on research conducted to evaluate the effectiveness of the Certification Modular Model 2.0 (CMM 2.0) offered by the Teacher Quality Institute of the Australian Capital Territory. The research evaluated the extent to which the CMM 2.0 was attractive, sustainable and developmental. The data was collected via two surveys conducted with, teachers who were prospective applicants to the CMM 2.0 and current and former certification participants. A case study method was used to conduct this research. Coding and systematic analysis were applied to the data by using the three selected categories attractive, developmental and sustainable. Most participants appreciated the developmental nature ofthe Modular Model and saw this approach as affording them with opportunities to gain professional recognition. This study contributes to knowledge about modular approaches to teacher certification and has potential to have influence on certification design and implementation in the Australian context and internationally. Keywords: Teacher Certification, Highly Accomplished and Lead teachers, Certification, Teacher Professional Development/Learning, Australian Professional Standards for Teachers Introduction Teacher Certification in the Australian Capital Territory This paper is concerned with teacher certification in the Australian context with a particular focus on the Australian Capital Territory (the ACT) . The terms certification and accreditation are considered as the same process (Willis et al., 2022) however in this paper the term certification will be used mainly. There are many types of certification and among them there are qualifications such as Bachelor of Education and post graduate teaching qualifications to become a certified teacher in Australia. The type of certification considered in this paper is the Highly Accomplished and Lead Teacher (HALT) certification that assists professional learning including the performance and development process for registered teachers. The HALT accreditation is a national certification that recognises teaching practice which meets the Australian Professional Standards for teachers at the relevant HALT career stage. The certification of teachers in Australia is the responsibility of an appointed jurisdictional body in each state and territory. In Australia, all states and territories have the same criteria for assessing candidates who apply for certification: the HALT levels of the Australian Professional Standards for Teachers (APSTs) . Bourke (2020) claims that the APSTs have become the default mechanism for quality assurance of teachers and their teaching practice. As the accrediting authority in the Australian Capital Territory (ACT), the Teacher Quality Institute (TQI) certifies teachers against the APSTs, within a nationally consistent framework used for certification (ACT TQI, 2020) . The TQI has developed a certification system known as Certification Modular Model (CMM) 2.0, for teachers to complete HALT levels. This certification model is also aligned to the APSTs developed by the Australian Institute for Teaching and School Leadership (AITSL) . The Modular Model has been designed as an alternative to the Full Portfolio Model, which was in place up until 2019. Instead of teachers submitting one large portfolio for assessment, the Modular Model involves teachers submitting discreet modules for the teacher standards usually over a period of two or more years. The modules are assessed by appointed assessors who are trained by the TQI. The Modular Model is tailored towards participants’ individual circumstances as it provides them with the opportunity to undertake the work in more manageable pieces.

FAQs

What is the Certification Modular Model 2.0 (CMM 2.0) used for in this study?

CMM 2.0 is used by the Teacher Quality Institute to support Highly Accomplished and Lead Teacher (HALT) certification, enabling teachers to complete HALT levels. The paper evaluates its effectiveness after its introduction.

How was the data collected for evaluating the modular approach?

Data were collected through two online surveys: one with teachers who were prospective applicants to CMM 2.0, and another with current and former certification participants. A case study method guided the research design.

What research question does the paper focus on?

The paper asks how the modular approach achieves the objectives of making certification more attractive, sustainable, and developmental. These categories frame the investigation and discussion of findings.

Oct 15, 2026

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