{"id":3408,"date":"2026-09-12T17:35:58","date_gmt":"2026-09-12T07:35:58","guid":{"rendered":"https:\/\/pymble26.dev.twkmedia.com\/institute\/?post_type=research&#038;p=3408"},"modified":"2026-09-23T13:21:38","modified_gmt":"2026-09-23T03:21:38","slug":"voluntary-teacher-accreditation-the-pymble-approach","status":"publish","type":"research","link":"https:\/\/www.pymblelc.nsw.edu.au\/pymble-institute\/blog\/research\/voluntary-teacher-accreditation-the-pymble-approach\/","title":{"rendered":"Voluntary teacher accreditation \u2013 The Pymble approach"},"content":{"rendered":"<p class=\"intro\"><strong>Kerryl Howarth<\/strong> , Director of Professional Learning, Pymble Ladies\u2019 College<\/p>\n<h3>Voluntary Teacher Accreditation: Definitions, History and Intentions<\/h3>\n<p>The term \u2018voluntary teacher accreditation\u2019 refers to processes by which teachers with extensive experience in education can gain professional recognition for levels of expertise beyond the Proficient Teacher Accreditation standard, which is the New South Wales governance structure to which schools must comply. These levels of accreditation are not mandatory but are undertaken by teachers who have at least five years of full-time experience at the Proficient Teacher level.<\/p>\n<p>There are two formal voluntary accreditations available to <em>Pymble<\/em> teachers which allow for options and choice. Highly Accomplished and Lead Teacher (HALT) accreditation is conferred through the New South Wales Education Standards Authority (NESA) and is a nationally recognised accreditation. Accomplished Teacher Accreditation (formerly Experienced Teacher Accreditation) is conferred through the Independent Schools Teacher Accreditation Authority (ISTAA). Both Accreditation programs were developed to formally recognise the achievement of teachers and to promote excellence in the teaching profession. The intent of both is to provide career progression through the inherent professional learning, formal recognition and salary increase.<\/p>\n<p>Completion of HALT accreditation provides formal recognition, and salary benefits to teachers who:<\/p>\n<ul>\n<li>Are highly effective, skilled practitioners with in-depth knowledge of subject and curriculum content,<\/li>\n<li>Keep abreast of the latest developments in their fields of expertise,<\/li>\n<li>And work collaboratively to improve their own practice, and the practice of their colleagues. (NSW Education Standards Authority, 2025)<\/li>\n<\/ul>\n<p>ISTAA Accomplished Teacher provides recognition for teachers within the New South Wales and Australian Capital Territory independent schools\u2019 sector. The intent of this accreditation is to provide formal recognition, and salary benefits to teachers who:<\/p>\n<ul>\n<li>Are highly effective, skilled practitioners with in-depth knowledge of subject and curriculum content (ISTAA, 2025).<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<h3>The Impact of Voluntary Accreditation<\/h3>\n<p>ISTAA Accomplished Teacher (Experienced Teacher) accreditation has been highly regarded by teachers and has been well supported by the College. Since 2014, 111 <em>Pymble<\/em> teachers have engaged with this accreditation with a completion rate of 83%. Anecdotal evidence from teachers who have attempted ISTAA Accomplished Teacher (Experienced Teacher) accreditation is mixed. Many teachers see this accreditation as a deep and thoroughly reflective professional learning opportunity which elevates their practice. They have often found the gathering of evidence to be affirming and appreciate the recognition and salary increase that the accreditation brings.<\/p>\n<p>However, while acknowledging the benefits of the accreditation process, many successful applicants also commented on the significant and onerous amount of documentation required, often finding this a distraction from their core business of teaching. Furthermore, over time, 30% of <em>Pymble<\/em> teachers either withdrew from the process or deferred, needing to take an additional year to gather and submit their evidence. Teachers who withdrew or deferred tended to find the process of gathering and documenting evidence too administrative and labour intensive. Many of these teachers felt that the formulaic structure of the process also failed to appreciate the challenges faced by teachers who are juggling busy careers, childcare and other family responsibilities.<\/p>\n<p>Interestingly, NESA HALT accreditation is yet to have an impact at <em>Pymble<\/em>, where no teachers have chosen to undertake this program since its inception in 2012. This pattern is mirrored in national data. The Australian Department of Education noted that in 2023 less than 1% of teachers nationally had taken up HALT accreditation. In his 2021 research, Adam Taylor noted that the AITSL (Australian Institute for Teaching and School Leadership) HALT standards had been poorly adopted across all jurisdictions, with research from United Kingdom and United States studies indicating that there was no correlation between teacher standards and improved practice. In 2023, Taylor noted that the process of attaining HALT accreditation was complex, time consuming and lacking in practical relevance to the daily work of teachers.<\/p>\n<p>Taylor (2021) identified a disconnect between the HALT standards and the \u201crelationality\u201d of teaching. While active, personal professionalism was important to teachers, the standards failed to express or address the effective teacher dispositions or qualities of a highly accomplished teacher in any meaningful way. Sydney teacher and research student, Rebecca Birch (2024) affirms this when she discusses how the current standards over emphasise transactional practices, including using the mandated curriculum to create scope and sequence documents, unit plans and lesson resources, while providing minimal guidance on effective lesson design, pedagogy selection or dispositions as key teacher skills.<\/p>\n<p>Birch (2024) goes further in highlighting the failure of the standards to recognise or cater for changes in educational thought over time as it relates to effective teaching practices. She suggests practices, such as instructional coaching, as a far better process to grow and measure the effectiveness of teachers. This idea of the adoption of more relational practices is supported by a wide body of research into what constitutes effective professional learning and development for teachers.<\/p>\n<p>Effective professional learning and development can be defined as structured professional learning that results in change in teacher practice that leads to improvements in student learning outcomes (Darling-Hammond, et al., 2017). Psychological safety, belonging and relational trust are three crucial conditions for the establishment of a collaborative, personalised and impact informed learning culture. This form of professional learning:<\/p>\n<ul>\n<li>Is content focused; focusing on discipline or curriculum specific strategies and pedagogy.<\/li>\n<li>Engages participants in active learning; teachers spend time working with strategies that use authentic artefacts which will provide contextualised learning that is embedded in the daily work of teachers.<\/li>\n<li>Supports collaboration; creates time and space for teachers to collaborate in job-embedded contexts which lead to the formation of collaborative communities with a culture of collective efficacy.<\/li>\n<li>Is deeply and personally rooted in teacher self-efficacy, \u201ca belief in one\u2019s capability to organise and execute the courses of action require to produce given attainments\u201d (Bandura 1997, p.3).<\/li>\n<li>Provides coaching and expert support with a focus on personalisation for teacher need, and the sharing of expertise about content and evidence-based practices.<\/li>\n<li>Provides structured opportunities for feedback and reflection around growth over time and next steps.<\/li>\n<li>Is of sustained duration, giving teachers time and space to learn effectively, practice, implement, and reflect upon new strategies that facilitate changes in their practice.<\/li>\n<\/ul>\n<p>These principles are in many ways at odds with standards-based accreditation processes which focus on the collection and annotation of evidence as proof of teacher quality. This foundational disconnect reveals inherent flaws in labour intensive, systemic approaches to accreditation and helps to explain the challenges and reticence that some teachers face to the detriment of their career progression.<\/p>\n<h3>A Bespoke Solution \u2013 Pymble Plus 2022<\/h3>\n<p>In response to staff demand, <em>Pymble<\/em> created a bespoke, internal accreditation process in 2022 to provide recognition for teachers working at the Experienced Teacher level who were unable to complete the ISTAA accreditation process. Designed with the principles of effective professional development in mind, the <em>Pymble<\/em> Plus process centred teacher attention on an impact-driven teacher inquiry into their own professional practice. The approach was collaborative, relational and asked teachers to work on authentic and purposeful passion projects that were deeply connected to the students that they teach.<\/p>\n<p>Teacher response to the program was overwhelmingly positive. It was viewed as a practical and meaningful alternative to the ISTAA program where participants could explore an area of practice as part of their regular classes and teaching load rather than an additional impost on their time. They valued the opportunity to work collaboratively with other teachers and mentors, and were energised and empowered by the program.<\/p>\n<blockquote><p>\u201cThe opportunity to do a small-scale project based on research was a really important step. The program provided the time and opportunity to deep dive and accelerate a passion project. What took one year to do would have normally taken five years to do.\u201d<\/p><\/blockquote>\n<p><strong>Stephanie Attley<\/strong><\/p>\n<p>&nbsp;<\/p>\n<blockquote><p>\u201cIt was excellent, it was totally related to what I was doing in the classroom, not some administrative add on. It was based on my everyday teaching practices, not ticking the box.\u201d<\/p><\/blockquote>\n<p><strong>Candice Cooper<\/strong><\/p>\n<p>&nbsp;<\/p>\n<blockquote><p>\u201c<em>Pymble<\/em> Plus was an exceptional opportunity to reflect on my practice, learn from other outstanding colleagues, and gain a deeper sense of my role within the <em>Pymble<\/em> community, and how my work contributes to, and is inspired by the school\u2019s values.\u201d<\/p><\/blockquote>\n<p><strong>Luca Asmonti<\/strong><\/p>\n<p>&nbsp;<\/p>\n<blockquote><p>\u201cI found the program incredibly valuable, as it allowed me to explore a research question that directly aligned with my teaching interests. My project, \u2018How can students leverage AI to enable higher order thinking and design outcomes in Technology Mandatory?\u2019, gave me the opportunity to investigate how emerging technologies can support student learning. The program had a positive impact on both my professional development and classroom practice. Students were able to use AI as a learning and support tool, which enhanced engagement and improved academic outcomes. Overall, it was a great experience that encouraged reflective practice, innovation, and deeper learning in my teaching area.\u201d<\/p><\/blockquote>\n<p><strong>Hendrix Kutukoff<\/strong><\/p>\n<p>&nbsp;<\/p>\n<blockquote><p>\u201cInitially, I found it challenging to shape a project around supporting a refugee student\u2019s transition to <em>Pymble<\/em>, but once I defined my focus, the research into academic and social support strategies became deeply rewarding. The experience was both demanding and fulfilling, aligning with my personal passion and resulting in a resource that could benefit future teachers. I appreciated the project\u2019s openness, which allowed for creativity and meaningful exploration beyond rigid standards.\u201d<\/p><\/blockquote>\n<p><strong>Mark Way<\/strong><\/p>\n<p>&nbsp;<\/p>\n<h3>Revising the program for 2026<\/h3>\n<p>Changes to allowances under the 2025 CMEA (Cooperative Multi Enterprise Agreement) have financially advantaged HALT Accreditation over Accomplished Teacher Accreditation (Experienced Teacher\/<em>Pymble<\/em> Plus) for teachers. It is anticipated that more teachers will be eager to consider taking on the HALT accreditation, however, despite its 2023 revisions, the process remains complex, lengthy and administrative.<\/p>\n<p>In response to the changes. the College has decided to revise the <em>Pymble<\/em> Plus process to offer two alternative pathways for our teachers, providing career progression and recognition at the Highly Accomplished level. In 2026, the revised <em>Pymble<\/em> Plus process will enable the College to \u201cgrow our own\u201d Highly Accomplished Teachers, with the benefit of directing their efforts to projects that positively impact their colleagues, our students and the College.<\/p>\n<p>Pathway One, <em>Pymble<\/em> Plus HALT Top Up, will enable Experienced Teachers to internally upgrade their accreditation to Highly Accomplished through the completion of a <em>Pymble<\/em> endorsed project. Designed to demonstrate their ability to model and lead innovative teaching and learning practices and collaboratively support colleagues to develop their practice, the project will run for an academic year.<\/p>\n<p>Pathway Two, <em>Pymble<\/em> Plus Highly Accomplished Accreditation will provide eligible teachers with an internal accreditation through the completion of a teacher inquiry module that demonstrates exemplary teaching practice using the latest knowledge from their field of expertise and is evidenced by impact on student learning. Additionally, teachers will also engage in a year-long <em>Pymble<\/em> endorsed project. The anticipated duration will be from eighteen months to two years.<\/p>\n<p>Ultimately, it is hoped that these two voluntary accreditation pathways will pivot off the success of the original <em>Pymble<\/em> Plus accreditation program. By placing students at the centre of professional learning, in a collaborative, supportive and authentic way, there is the opportunity to develop the self and collective efficacy of our staff while growing their professional practice. In nurturing and growing rich and satisfying career paths for our teachers, our students should reap the benefits of an increasingly skilled and future focused academic team.<\/p>\n","protected":false},"featured_media":3415,"template":"","meta":{"_acf_changed":false,"_links_to":"","_links_to_target":""},"research-type":[],"resource-author":[63],"resource-category":[66,49],"resource-tag":[],"class_list":["post-3408","research","type-research","status-publish","has-post-thumbnail","hentry","resource-author-pymble-institute","resource-category-professional-learning","resource-category-research"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.8 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Voluntary teacher accreditation \u2013 The Pymble approach | Pymble Institute<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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