Assessment and Accreditation

The AAMT awards the credential Highly Accomplished Teacher of Mathematics (HAToM) to those teachers
who successfully undergo assessment of their knowledge, capabilities and achievements against the AAMT
Standards. The underpinning research on which the process is based is the AAMT Teaching Standards
Assessment Exploration Project (TSAEP). To access the reports of this project please click here.

The credential

The credential Highly Accomplished Teacher of Mathematics (HAToM) will be awarded by the AAMT to those
teachers in the TSAEP who satisfy the requirements set by the AAMT Standards.

The HAToM credential will be an acknowledgment and recognition from the profession of a teacher’s high
levels of knowledge, capabilities and achievements. There are currently no agreements with employers or other
bodies (e.g. institutes of teaching and similar bodies in the states and territories) that recognise the HAToM
credential in the context of other frameworks.

Teachers of mathematics are invited to apply to be assessed against the AAMT Standards. Click the link for
more information

Becoming an Assessor

The AAMT will from time to time recruit Assessors for the HAToM credentialling process. Assessors do not
have to be HAToMs themselves. Practising teachers can apply to be trained as an Assessor. This normally
takes two days. Those who are successful will join the 'pool' of Assessors available to assess their peers. Click
here for more information

HAToM Assessment

Assessment Model

The model for assessment uses three sources through which candidates for the HAToM credential can present
evidence of their high level of achievement against the AAMT Standards:

 responses to simulated teaching decisions through Written Assessment;

 Portfolio; and
 an Interview.

The model has been designed by teachers with a view to being feasible in the context of the busy environment
of today’s schools. The model adopted was designed on the basis of the findings of the AAMT's Teaching
Standards Assessment Evaluation Project (TSAEP).

Click on the link for a detailed description of the Assessment Model.

Components of the Assessment

The work of the TSAEP has produced further information and guidelines designed to assist teachers with the
different components of the Assessment for HAToM. The Guidelines provide detailed information and advice
about the three components of the assessment process:

Written assessment
The Written assessment consists of a series of questions seeking candidates’ responses. The time allowed for
responses will be limited. The questions will simulate teaching decisions and will include commenting on
student work, responding to hypothetical situations and 'inbox' questions. The context and content of the
questions will be linked to the Candidate’s level of schooling.

The portfolio

The Portfolio component of the draft Assessment Model includes five sections. Guidelines to assist candidates
in the preparation of their Portfolio give a good picture of what is required.

Interview

The Interview provide further confirmation of evidence. Prior to the Interview the Candidate will be advised of
any particular areas (if any) about which further information and evidence is

How to Apply

Teachers who wish to apply for assessment need to use the Application Form. Please contact the AAMT Office
for further advice.


 Teaching Standards Assessment Evaluation Project
 In 2003-2004 the AAMT piloted and evaluated a process for assessing teachers against the AAMT
Standards for Excellence in Teaching Mathematics in Australian Schools in the Teaching Standards
Assessment Evaluation Project (TSAEP).
 Several volunteers went through the process; a number of teachers were trained to be assessors and
the results of the pilot project have been published (the full report and an Evaluation Summary are
available for download).
 As a result of the process, four teachers were awarded the AAMT credential Highly Accomplished
Teacher of Mathematics (HAToM):
  Robyn Gregory (Tasmania)

  Gail Costello (now WA)

  Deb Lasscock (SA)

  Noemi Reynolds (WA)

 Thanks is extended to all the teachers involved in the assessment process, and also to Peter
Brinkworth as independent Evaluator for his insight and sensitive approach to a complex task. The
AAMT acknowledges the financial support for the project from the Australian Government through the
Quality Teacher