Highly Accomplished or Lead?
Highly Accomplished teachers are highly effective and knowledgeable classroom teachers. According to the APST, Highly Accomplished teachers are characterised as advocates of the profession, who contribute to the professional learning of peers through a range of activities that include, but are not limited to, supporting, working with and assisting their colleagues.
Lead Teachers are exemplary classroom teachers. They are committed to quality teaching and learning, and their leadership positively impacts students and their colleagues across and/or beyond the school. Lead teachers regularly innovate, initiate, evaluate and review programs and practice across the school.
Deciding on the most suitable career stage
Applicants are required to choose which career stage they will be applying for – either Highly Accomplished or Lead. Deciding to apply for Certification requires applicants to honestly reflect on their practice against the APST. To support this decision-making process, AITSL has provided a Self- Assessment Tool and Classroom Practice Continuum to support this reflection and assist applicants to understand where their practice lies against the career stages of the APST. The regular conversations applicants have with peers, mentors and school leaders also provides valuable information regarding readiness to apply.
Differences when applying for
Highly Accomplished or Lead Teacher
Teachers do not have to be certified as Highly Accomplished before applying for Lead teacher status. The process for submitting a portfolio of evidence is the same for both career stages. However, applicants considering applying for Lead Teacher do need to be aware there is an additional requirement, the Lead initiative.
This is a significant leadership project of greater than 6 months duration implemented across the school and/or a cluster of schools. Additional information on the requirements of the Lead initiative can be found on page 18 of the
in the Context of the APST
An important factor when applying for HAT and LT certification and providing direct evidence of practice against the descriptors at the relevant career stage is understanding who ‘colleagues’ is referring to in the descriptors.
Many of the descriptors refer to leading, supporting, working with and assisting colleagues. It is important to be aware that when the HAT and LT descriptors refer to colleagues, these must be teaching colleagues.
Although teacher aids are valued members of staff in our schools, in relation to the APST, you must ensure the colleagues you are referencing are teaching colleagues. Preservice teachers are also not considered colleagues.
Evidence of supporting and providing quality placements for preservice teachers should be referenced in descriptors 6.1 and 6.2.
Submitting an Application for Certification
Certification is a rigorous and rewarding professional process of reflecting on and providing evidence and annotations relating to teaching practice. Teachers vary significantly in how long they require to prepare their portfolios, and this is normal. It is important that applicants consider taking additional time if required and submitting their portfolio in the following year.
From 1 July 2018 Highly Accomplished Teachers will be remunerated at $106,936.
Lead Teachers will be remunerated at $116,936.
Classroom Observation Reports
The classroom observation reports, written by an observer of the applicant’s lesson, provide feedback on the applicant’s classroom practice against the Standards. There must be at least two recent (within last 12 months) classroom observation reports included in an applicant’s portfolio of evidence and at least one of which must be from their principal/supervisor or delegate as nominated by the principal/supervisor. For more information go to AITSL’s Guide to Certification.
Classroom observation reports may be compiled using existing observation tools and templates in an applicant’s school/system. If the existing observation frameworks, tools or templates don’t reference the Standards, the applicant must annotate the observation report to refer to and show links to the Standard(s)/Descriptor(s). A template is available for applicant’s consideration. Please note this is not a mandated template. QCEC Classroom Observation template
Annotations for classroom observation reports need only be a succinct description of the context in which the observation took place and provide information about the learning intentions and outcomes of the lesson. Ensure that the descriptors the observations are being used as evidence for are clearly identified.
Useful Links for Applicants
Frequently Asked Questions (FAQs)
Queensland College of Teachers Online Resources
For further information or advice, please contact the QCT by email at https://www.qct.edu.au/About/contact-us.