As of the end of 2018, 573 teachers across Australia were certified as HALTs.
My confidence grew when I began to understand what I was capable of. Committing to the HALT accreditation process pushed me into situations I would never have thought possible. 23% of HALTs have been teaching for less than 10 years. Teaching experience does not have a particular impact on the ability to undertake HALT accreditation. The school size, remoteness and school type has no bearing on the certification of HALTs in schools either.
What does stand out is there are more HALTs in government schools and they are more likely to be teaching in high SES schools. Higher accreditation brings us out of our shell. |
HALTs are more frequently spending time in roles that allow them to spread their skills and expertise among colleagues. Many teachers who have taken up this accreditation are motivated to take up opportunites to advance their career but still want to teach and coach or mentor others.
Becoming a HALT is about professional growth. It reduces teacher burnout as teachers become more motivated through engaging in the process as an aspiring HALT.
Becoming a HALT is about professional growth. It reduces teacher burnout as teachers become more motivated through engaging in the process as an aspiring HALT.