Teacher Performance Management & Pay Progression 2013-14 Bob Charlton June 2013/Oct 2014

1. Teacher • Performance Management • & • Pay Progression • 2013-14 • Bob Charlton • June 2013/Oct 2014

2. In other words ….. Performance Related Pay

3. Agenda • Key differences for 2013-14 • New Pay Policy • Teacher Standards • Performance Management & Appraisal • Making the Links

4. 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)

5. 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

6. 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

7. 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.

8. 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.

9. 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)

10. 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

11. 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

12. 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)

13. Teacher Standards • Part 1 • 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

14. 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

15. 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.

16. Performance Management & Appraisal • Golden thread • Setting objectives • Evidence • Pay Progression • Performance Management & Standards Framework

17. School Development Plan SEF Planned Teacher Standards Impact Performance Management Review Performance Management Objectives Outcomes, Targets, Progress, Specific Planning, Observation & Other Evidence Reactive Supporting CPD

18. Performance Management Objectives 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 Teacher Standards Supporting CPD Impact

19. School Development Plan Technology Subject Subject Collaborative School-wide Phase Phase Subject Year Group Data Subject Specific Team Strategic Year Group Team Specific Collaborative Subject Year Group Curriculum Team Team Curriculum

20. Planning, Observation & Other Evidence School Development Plan Planning Observations Learning walks Pupil progress meetings Book scrutiny Data analysis Test results ! CPD records Pupil progress ! Teacher Standards Supporting CPD Impact

21. Outcomes, Targets, Progress School Development Plan National standards School targets Pupil progress Pupil data and assessment Cohort profile Adjustments Mitigation Mapping to Teacher Standards Teacher Standards Supporting CPD Impact

22. Making the Links Pay Progression – against professional areas

23. Pay Progression – against standards

24. Making the Links Pay Progression – against standards and professional areas at current pay level

25. Teacher Appraisal Statement 2013-14

26. Teacher’s signature: Date: Line manager/Appraisers signature Date: Moderated by: Date: Position: Signature:

27. 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

28. 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

29. 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.

30. 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.

31. 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

32. 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.

33. Time-frame and Next Steps Review of Objectives of the Session Questions & Queries