Document

Report
Teacher
Performance Management
&
Pay Progression
2013-14
Bob Charlton
June 2013/Oct 2014
In other words …..
Performance Related Pay
Agenda
• Key differences for 2013-14
• New Pay Policy
• Teacher Standards
• Performance Management & Appraisal
• Making the Links
Key Differences for 2013 - 14
• Automatic incremental time-served increases up pay spine cease for 2014
• Pay progression based upon annual performance appraisal
• Pay scale minimums and maximums to be retained – schools to determine
pay points on the scale (geographical bands remain)
• Removal of the obligation on schools to match a teacher’s previous salary
(portability)
• Temporary TLRs (TLR3) introduced for fixed term responsibility up to £2,500
per annum for time-limited projects (pro-rata)
Key Differences for 2013 - 14
• Pay scales reviewed to Main Pay Range, Upper Pay Range and Lead
Practitioner Pay Range
• Threshold Assessment replaced by an assessment against the relevant
standards as defined by the school for the Upper Pay Range
• Excellent Teacher and Advanced Skills Teacher pay scales have been deleted
• Current Teacher Standards tied directly to PM & A and pay progression
• Reinforced responsibilities (DfE/OfSTED) for headteachers in managing
teacher performance and now in linking to pay
New Pay Policy
Statements for Policy
3.1 Introduction
In adopting this pay policy the aim is to:
(Insert your school’s aims here). For example:
• Maximise the quality of teaching and learning at the school
• Support the recruitment and retention of a high quality teacher workforce
• Enable the school to recognise and reward teachers appropriately for their
contribution to the school
• Help to ensure that decisions on pay are managed in a fair, just and
transparent way
3.3 Basic Pay Determination on Appointment
The Governing Body will determine the pay range for a vacancy prior to advertising it. On
appointment it will determine the starting salary within that range to be offered to the
successful candidate.
In making such determinations, the Governing Body may take into account a range of factors,
including:
Insert as applicable – these options are for guidance only, are not intended to provide an
exhaustive list, and may not apply to all appointments:
•
•
•
•
the nature of the post
the level of qualifications, skills and experience required
market conditions
the wider school context
There is no assumption that a teacher will be paid at the same rate as they were being paid in
a previous school.
3.4 Pay Progression based on Performance
The changes in the 2013 Document mean that September 2013 will be the last time when
teachers on the main scale receive automatic annual increments and the pay decisions made in
2014 will need to be linked to assessments of performance. Any reference to annual
increments in existing pay policies should be removed. Schools have the flexibility to develop
their own policies to link progression pay to performance.
Decisions regarding pay progression will be made with reference to the teachers’ appraisal
reports and the pay recommendations they contain.
It will be possible for a ‘no progression’ determination to be made without recourse to the
capability procedure.
Evidence and Assessment
To be fair and transparent, assessments of performance will be properly rooted in evidence.
In this school we will ensure fairness by (insert here how the school will ensure that objectives
and assessments are consistent, including any arrangements for quality assurance and
moderation).
The evidence we will use will include (insert here the range of sources that may be used as
the basis for assessing performance e.g., self-assessment, peer review, tracking pupil
progress, lesson observations, the views of pupils and parents).
Teachers’ appraisal reports will contain pay recommendations. Final decisions about whether
or not to accept a pay recommendation will be made by the Governing Body, having regard to
the appraisal report and taking into account advice from the senior leadership team.
(Based upon the school’s criteria for pay progression the school may wish only to refer
instances of no progression and accelerated progression to the Governing Body or a Review
Committee)
Pay Progression Rationale
On linking pay progression to performance, the school should consider:
•
•
•
whether the measures of performance will be absolute or relative or a combination of both
the levels of performance that will be required for progression to be awarded
how progression will be differentiated so that the very highest performers can progress faster
Absolute Performance Measures
Measured by achievement of objectives and in meeting the Teacher Standards at the relevant level
Relative Performance Measures
Measured by comparison with the highest achievers who have made most progress against their
objectives and in meeting and exceeding the Teacher Standards
3.5 Movement to the Upper Pay Range
3.5.1 Applications and Evidence
Any qualified teacher may apply to be paid on the upper pay range and any such application
must be assessed in line with this policy. It is the responsibility of the teacher to decide
whether or not they wish to apply to be paid on the upper pay range.
Applications may be made at least once a year.
Evidence is still required – school can determine time-frame from which it can be gathered
3.5.2. The Assessment
An application from a qualified teacher will be successful where the Governing Body is
satisfied that:
a) The teacher is highly competent in all elements of the relevant standards; and
b) The teacher’s achievements and contribution to the school are substantial and sustained
Upper Pay Range Criteria
(as opposed to Standards & School/Academy Expectations)
‘highly competent’ means (insert agreed definition)
(e.g. performance which is not only good but also good enough to provide coaching and
mentoring to other teachers, give advice to them and demonstrate to them effective teaching
practice and how to make a wider contribution to the work of the school, in order to help them
meet the relevant standards and develop their teaching practice)
‘substantial’ means (insert agreed definition)
(e.g. of real importance, validity or value to the school; play a critical role in the life of the
school; provide a role model for teaching and learning; make a distinctive contribution to the
raising of pupil standards; take advantage of appropriate opportunities for professional
development and use the outcomes effectively to improve pupils’ learning); and
‘sustained’ means (insert agreed definition)
(e.g., maintained continuously over a long period e.g. x number of school years)
Teacher Standards
Part 1
1.
2.
3.
4.
5.
6.
7.
8.
Set high expectations which inspire, motivate and challenge pupils
Promote good progress and outcomes by pupils
Demonstrate a good subject and curriculum knowledge
Plan and teach well structured lessons
Adapt teaching to respond to the strengths and needs of all pupils
Make accurate and productive use of assessment
Manage behaviour effectively to ensure a good and safe learning environment
Fulfil wider professional responsibilities
Teacher Standards
Part 2
Teachers uphold public trust in the profession and maintain high standards of ethics and
behaviour, within and outside school, by:
 treating pupils with dignity, building relationships rooted in mutual respect, and at all times
observing proper boundaries appropriate to a teacher’s professional position
 having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions
 showing tolerance of and respect for the rights of others
 not undermining fundamental British values, including democracy, the rule of law, individual liberty
and mutual respect, and tolerance of those with different faiths and beliefs
 ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might
lead them to break the law
Teacher Standards
Part 2
Teachers must have proper and professional regard for the ethos, policies and
practices of the school in which they teach, and maintain high standards in their
own attendance and punctuality
Teachers must have an understanding of, and always act within, the statutory
frameworks which set out their professional duties and responsibilities.
Teachers must have proper and professional regard for the ethos, policies and
practices of the school in which they teach, and maintain high standards in their
own attendance and punctuality
Teachers must have an understanding of, and always act within, the statutory
frameworks which set out their professional duties and responsibilities.
Performance Management & Appraisal
• Golden thread
• Setting objectives
• Evidence
• Pay Progression
• Performance Management & Standards Framework
School Development Plan
SEF
Planned
Teacher Standards
Impact
Performance
Management
Review
Outcomes,
Targets,
Planning,
Progress,
Observation &
Other Evidence
Performance
Management
Objectives
Reactive
Specific
Supporting
CPD
Performance
Management
Objectives
1.
2.
3.
4.
5.
6.
7.
8.
School Development Plan
Curriculum, Class, Subject based
Year Group, Key Stage focus
Technology based
Team or collaborative project
Short-term, quick-win objectives
Specific needs-based solution
School-wide benefit
Strategic (mile-stoned) objective
Impact
Teacher Standards
Supporting
CPD
School Development Plan
Subject
Subject
Collaborative
Technology
School-wide
Phase
Subject
Phase
Specific
Year
Group
Data
Year Group
Subject
Team
Strategic
Team
Collaborative
Specific
Team
Curriculum
Year Group
Curriculum
Subject
Team
Planning,
Observation &
Other Evidence
1.
2.
3.
4.
5.
6.
7.
8.
9.
School Development Plan
Planning
Observations
Learning walks
Pupil progress meetings
Book scrutiny
Data analysis
Test results !
CPD records
Pupil progress !
Impact
Teacher Standards
Supporting
CPD
Outcomes,
Targets,
Progress
1.
2.
3.
4.
5.
6.
7.
8.
School Development Plan
National standards
School targets
Pupil progress
Pupil data and assessment
Cohort profile
Adjustments
Mitigation
Mapping to Teacher Standards
Impact
Teacher Standards
Supporting
CPD
Making the Links
Pay Progression – against professional areas
Professional
Area
Main Pay Range A
M1/M2
Main Pay Range B
M3/M4
Main Pay Range C
M5/M6
Upper Pay Range
UPR 1/2/3
Professional
Practice
Many, but not all, aspects of
teaching over time are good
Most aspects of teaching over
time are good
All aspects of teaching over
time are good
Many aspects of teaching over
time are outstanding
Professional
Outcomes
With appropriate additional
support, most pupils progress in
line with school expectations
With some additional support,
most pupils progress in line
with school expectations
Most pupils progress in
line with school expectations
without additional support
Significant numbers of pupils
exceed school
expectations
Professional
Relationships
Positive working relationships
established with pupils,
colleagues, and parents.
These working relationships
result in good progress by all
groups of pupils
These working relationships
result in good progress by all
groups of pupils and productive
sharing of professional practice
with others
Working relationships with
colleagues are characterised by
an enthusiastic commitment to
helping them overcome
professional challenges
Professional
Development
Develops professional practice
in line with advice from more
experienced colleagues
Engaged in productive
professional development
programme
Takes a proactive role in
identifying areas for
professional development,
accessing advice and adapting
practice
Proactively leads the
professional development of
others in a way which
leads to improved outcomes for
pupils
Professional
Conduct
Meets the standards for
professional conduct set out in
the Teachers’ Standards
Meets the standards for
professional conduct set out in
the Teachers’ Standards
Meets the standards for
professional conduct set out in
the Teachers’ Standards
Meets the standards for
professional conduct set out in
the Teachers’ Standards
Pay Progression – against standards
PART ONE TEACHING
A Teacher must:
1.



Set high
expectations which
inspire, motivate
and challenge pupils
establish a safe and
stimulating environment
for pupils, rooted in
mutual respect
set goals /targets that
stretch and challenge
pupils of all backgrounds,
abilities and dispositions
demonstrate consistently
the positive attitudes,
values and behaviour
which are expected of
pupils.
Main Pay Range A
M1/M2
The classroom ethos is
positive and supportive.
Targets are set but they
are not always
challenging or accurate.
Requires mentoring,
coaching, support from
other colleagues to
establish good practice
and routines.
Main Pay Range B
M3/M4
Main Pay C
M5/M6
Upper Pay Range
UPR 1/2/3
The teacher contributes to
shaping the ethos, values
and policies of the school.
The classroom ethos is
positive, supportive,
encouraging and supports
risk taking and leads to
good progress for pupils in
lessons.
The teacher makes an active
and positive contribution to
the ethos, values and policies
of the school and this is
evident in their supportive
classroom environment that
supports risk taking and leads
to good and better progress
for pupils in lessons.
Models good practice, proactive,
supports others to achieve and improve.
The teacher works within
the explicit ethos, vales and
policies of the school.
Pupils problem solve and
support each other. They
manage their own behaviour
well.
Pupil targets are accurate
with inbuilt challenge.
All targets are precise,
appropriate, accurate and
challenging and most children
reach these ambitious targets.
The teacher promotes collective
responsibility by taking a lead in shaping
the ethos values and policies of the
school and implementing these
consistently.
This is evident in their supportive
classroom environment that supports
risk taking. Pupils’ problem solve and
support each other. They manage their
own behaviour and the behaviour of
others through guidance and support of
their peers.
Children are able to set their own
challenging targets and are selfmotivated.
All pupil targets are precise,
appropriate, accurate and challenging
and almost all children meet these
ambitious targets.
Evidence base - lesson observations, learning walks, pupil progress meetings, student feedback, planning, student work, in class, out of class, personal
behaviour, environment created, target setting and progress toward targets.
Making the Links
Pay Progression – against standards and professional areas at current pay level
Pay Progression
Increment Professional Development
Failing
0
Appraisal process (should not be a surprise), rapid intervention, realistic targets
and time-frame, one-to-one support, specific development needs targeted
Requiring Improvement
0
Appraisal process (should not be a surprise), intervention, one-to-one support,
specific targeted development
Requiring Improvement but some
Good Practice
0
Targeted development, mentor support, next observation identifying a
requirement to improve will trigger appraisal process
Good Practice but Requiring some
Improvement
0
Peer observations, coaching and mentoring, specific areas for development
Good Practice
Good Practice with some
Outstanding Features
Outstanding Practice generally
Outstanding Practitioner
0/1
1
Good to Outstanding coaching, peer observations, broad professional
development
Specific development programme, coaching, targeted peer observations
1/2
Sharing good practice, development focused on the gaps – should be preparing
for Upper Pay Range Assessment if not already
2/UPR
Delivering mentoring and coaching, stretching development – if not on UPR or
Leading Practitioner Range then should be encouraged to apply
Teacher Appraisal Statement 2013-14
Teacher name:
Date of planning (objective setting) meeting:
Current pay range and point:
Post held:
Name and role of line manager/appraiser and role:
Objective 1
Impact
what difference will
achieving this objective
make
TLR/SEN/R&R Incentive:
Working towards PAYRANGE/POINT by DATE
Xxxxxxxxx
Success / Evidence
Supporting CPD
what does success look
needed to achieve
like and what evidence is this objective
there to support it
Relevant
Teacher
Standards
that will be
met in
achieving this
objective
Level
to which
Objective is
achieved and
Standards met
Review meeting summary and initial recommendation on pay
Assessment of overall performance:
Teachers comments:
Teacher’s signature:
Date:
Line manager/Appraisers signature
Date:
Initial pay recommendation:
Moderated by:
Position:
Signature:
Date:
Model Pay Policy for Teachers
Contents
1 Introduction & Context
2 Aims of this Policy
3 Job Roles and Responsibilities
4 Teaching Staff Pay
4.1
Main Pay Range
4.2
Upper Pay Range
4.3
Leading Practitioner
4.4
NQTs
4.5
Unqualified Teachers
4.6
Part-time Teachers
4.7
Unqualified Teachers
5 Pay Assessment and Review
6 Recruitment
7 Allowances
7.1 Teaching and Learning Responsibility Payments
7.2 Special Educational Needs
7.3 Acting Allowances
7.4 Recruitment and Retention
7.5 Other Allowances
8
Safeguarding
9
Moderation
10 Appeals
5 Pay Assessment and Review
• The school/academy trust has agreed Career Stage Expectations for each
band within the pay ranges which are detailed in its’ Performance
Management & Appraisal Policy.
• Progression through the scale points and between bands will be based on the
teacher demonstrating, through performance appraisal that they meet the
teacher standards and Career Stage Expectations for the new point or band.
• The school/academy trust will award one increment for sustained high quality
performance in line with expectations at that level, two increments where
performance has exceeded expectations and 3 points for exceptional
performance.
5 Pay Assessment and Review
Where a teacher’s performance does not demonstrate a sustained level and is below
the school/academy trust expectations at that level of post, no incremental
progression will be awarded in that year. In such circumstances the teacher’s
performance will be addressed through the Performance Management & Appraisal
policy and possibly Capability Procedure.
The school/academy trust has determined that a teacher paid in Band A would, other
than in exceptional circumstances, be expected to have progressed to Band B within
3 years of taking up their post. In circumstances where a teacher’s performance is not
at that level this will be addressed through the Performance Management &
Appraisal policy and possibly Capability Procedure.
5 Pay Assessment and Review
For teachers on the Upper Pay Range progression would normally be considered after
2 years of sustained high quality performance or earlier where performance has
exceeded expectations. Where performance has not been of a sustained high quality
and is below expectations there will be no pay progression. The pay review will be
completed by November 30th.
A teacher making an application for progression to the Upper Pay Range must be able
to demonstrate, in alignment with the school/academy trust expectations for the
Upper Pay Range that:
• they are highly competent in all elements of the relevant standards
• their achievements and contribution to the school are substantial and sustained
5 Pay Assessment and Review
A newly appointed teacher will usually be appointed at any scale point or pay range
to take account of their previous relevant experience as determined by the
headteacher.
The initial salary on appointment may be on a probationary basis and subject to
performance. This may be reviewed after 6 months, after which time the pay band
and relevant pay point will be finalised. The revised salary/pay range will be no lower
than the initial salary on appointment.
On successful completion of the NQT year a teacher will have a minimum entitlement
to be paid on scale point 2 of Band A.
Time-frame and Next Steps
Review of Objectives of the Session
Questions & Queries

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