TQI Research Evaluation Project: Modular 2.0 model evaluation

Purpose
The objectives of this research project are to evaluate the effectiveness of the Certification 2.0 Modular Model (CMM 2.0) offered by the ACT Teacher Quality Institute (TQI) and explore if it meets its intended objectives. It is also expected to identify limitations and weaknesses including areas for enhancement in the modular model. The Content, Input, Process, Product (CIPP) Evaluation Model (Stuffelenbeam, 1966; 1972) designed to systematically collect information about a program and its content delivery (to identify strengths and limitations) will be used as the theoretical framework for this research. The research will also seek to understand the views of those who participated in the previous form of certification known as the full portfolio model which finished at the end of 2019 and use this data to conduct some comparative analysis between the full portfolio outcomes and experience and the 2.0 Modular Model.
The research will examine if the ACT TQI Modular model 2.0 makes teacher certification more achievable, while maintaining the rigour and credibility of the full portfolio proposal. In doing this the project also aims to increase knowledge and understanding about the way in which certification processes can be made more accessible attainable and meaningful for teachers.
Along with the principal aim there are a number of other aims which this evaluation project will endeavour to achieve utilising the information form the data findings. These aims have been agreed upon by the management of the TQI
•To increase the participation of trained assessors in certification assessments.
•To suggest efficiency measures which can make the certification more manageable for the TQI at scale.
•To encourage a growth mindset among certification applicants and a collaborative approach to certification in schools.
•To increase the number of highly accomplished and lead teacher applicants completing the process (through the three modules that make up the modular process).
•To increase the engagement of teachers and schools in certification, without compromising the rigour of the certification assessment criteria.
•To gauge if the effectiveness of the policy implementation.
•To identify areas for improvement in the Modular model.
To identity any differences between participants from the different school sectors in terms of their experience of the certification process.
Research question
In what ways does the modular approach achieve the objectives of making certification more attractive, sustainable, scalable and developmental?
Benefits and impacts of the research
There are numerous benefits to this project both at the local level for ACT school education and nationally in informing the development and implementation of certification programs and models. The project will also strengthen ties and cooperation with the UC Education faculty to local teachers, principals and TQI staff in cooperation to achieve the desired outcomes for this research.
The following lists the different benefits and impacts for different stakeholder groups.
Benefits for Participants
The participants will be able to share their views and experiences about participating in the modular model and thus contribute to the knowledge and understandings needed to improve the model in the future. The findings of the project will also benefit report will be of benefit for the assessors most of whom will have ongoing participation in the certification 2.0 modular assessment.
Enhances the UC collaborations with industry (TQI)
As per the University strategic by design objectives the University seeks to promote sustained and enriching partnerships with industry and government. This project will strengthen the ties between the faculty of Education and the ACT teacher Quality Institute and will hopefully lead to further collaborations in the future.
Impacts: Improved PD for teachers
The outcome and recommendations of the report arising from the project are intended to improve the quality of the professional learning gained from the certification model and hence enhance teacher quality, teachers' knowledge and capacity in classroom practice, curriculum planning, assessment programs and leading initiatives and programs in the school context.
The increased capacity for school educators is expected to have a positive effect on student learning and outcomes across a broad range of areas. It will also positively enhance school life and experience through enhancing teachers’ capacity to lead and implement important programs and initiatives in their schools.
Findings from this research can assist in informing future policy initiatives in the field of HALT certification especially those initiated by AITSL and the state and territory teacher accreditation bodies. The findings gained from this research will make a viable contribution to the emerging body of academic literature in this field aligned with national teachers’ professional standards.