Upper Pay Scale Progression - DOC - DOC

Document Sample
Upper Pay Scale Progression - DOC - DOC Powered By Docstoc
					  Pay Progression for Teachers – Guidance on the threshold
      application process and progression through UPS


Threshold progression to upper pay scale 2011/12 – round 12

Since 2009 teachers have been assessed against the post threshold
standards based solely on performance management outcomes.

Schools will use the outcomes of their last two performance reviews to assess
whether a teacher meets the post threshold standards. At this point, teachers
will no longer need to provide separate evidence in support of a threshold
application however a model DFE application is attached at Appendix A for
use and headteachers and teachers may find this a useful form to use.

Teachers currently on M4, M5 or M6 who intend to apply for threshold
assessment, must, through professional dialogue with their reviewers ensure
that the performance management objectives will provide evidence that post
threshold standards have been met in the preceding 2 years. (See timeline at
Appendix B).

In order to be assessed teachers must:
          hold Qualified Teacher Status on the date of their request; and
          be on the top point of the classroom teachers’ pay scale – M6 – at
           the time of their request.

Roles and Responsibilities

Reviewee
      Indicate their intention to be assessed for threshold (from M4
        onwards)
      Be proactive in generating objectives that will show evidence of
        meeting all of the post threshold standards

Reviewer
      Discuss with the reviewee their intention to apply for threshold
         assessment
      Support reviewee in developing objectives that enable the
         generation of relevant evidence that demonstrates how they meet
         the post threshold standards

Headteacher
      Under the PM regulations, the headteacher may moderate PM
        statements, this provides an opportunity to support reviewers to
        ensure they are appropriate & will provide relevant evidence against
        the post threshold standards
      Must be satisfied that the teacher is meeting core standards
      Must assess the threshold application (in the form of 2 PM review
        statements) to ensure that the teacher has demonstrated how they
        meet all of the post threshold standards
      Notify Governors of decision and notify the teacher within 20
        working days

                                   Page 1
Governing Body
      Receive notification from the headteacher on outcome of
        application/s
      Implement pay changes
      Undertake appeals process if applicable

Application Process

          In order to be considered for progression in Round 12 teachers
           must submit their request to progress through the threshold
           between 1 September 2011 and 31 October 2012 using either their
           M4 & M5 or M5 & M6 performance management review statements
           as evidence.
          Threshold application remains an elective process
          Applications must be in writing to the headteacher (further
           information will be found in the Threshold Assessment 2009/2010
           Round 10: Guidance)

Evidence

          PM planning & review statements must enable the generation of
           appropriate evidence in order to demonstrate how the reviewee has
           met all of the post threshold standards
          Assessment against the post threshold standards will be based
           solely on the outcomes of the last 2 PM reviews (exceptions apply
           i.e. maternity etc)
          It is not anticipated that schools will need to change the focus of
           objectives (e.g. to have an objective which requires the teacher to
           meet all of the post threshold standards), but that the performance
           criteria for each one will provide evidence to demonstrate how the
           teacher meets 1 or more of the standards through the achievement
           of that agreed objective.


Upper Pay Scale (UPS) Progression

To achieve progression the School Teachers Pay and Conditions Document
(STPCD) requires that the achievements of post threshold teacher’s and their
contribution to the school should have been substantial and sustained.

To ensure that achievements and contributions have been substantial and
sustained, that performance review will need to assess that the teacher has
        continued to meet the post threshold standards
        grown professionally by developing their teaching expertise post
          threshold

The core standards underpin all subsequent standards and continue to apply
at all career stages. Teachers being considered for upper pay scale
progression must also meet the core standards.

Evidence


                                    Page 2
      Progression on UPS must be based on two successful consecutive
       performance management reviews

      A successful performance review involves a performance management
       process of
            o Performance objectives
             Classroom observations
             Other evidence.
      To be fair and transparent, judgements must have been properly rooted
       in evidence and there must have been a successful review of overall
       performance.
      All judgements should be related to the standards and should take into
       consideration the stage of post threshold that the teacher is at.

Assessment Process

      The performance management process should take into consideration
       threshold considerations and a teacher's objectives should support the
       process.
      The RIG Teachers and Headteachers’ Performance Management
       Guidance makes it clear that unlike assessment against the threshold
       standards where the headteacher makes the decision, it is the reviewer
       who will need to make a recommendation where the reviewee is on the
       pay scale for post threshold, leadership or advanced skills teachers
       (5.43 RIG guidance).
      “Reviewers’ pay recommendations are passed to the headteacher as
       part of the planning and review statement and the headteacher passes
       the pay recommendation to the governing body” or it’s pay panel.
      Where the headteacher chooses to delegate the reviewer role, they do
       so, "in its entirety" which includes making the recommendation on pay.
       The reviewer should record their recommendation on the review
       statement and pass this to the headteacher. The headteacher cannot
       change the recommendation and, as they delegated the responsibility
       to the reviewer, would be expected to support the recommendation
       they make.

UPS3 teachers

For UPS3 there is an expectation that post threshold teachers should provide
a role model for teaching and learning, make a distinctive contribution to the
raising of pupil standards and contribute effectively to the work of the wider
team. They should take advantage of appropriate opportunities for
professional development and use the outcomes effectively to improve pupils’
learning (STPCD section 3).
Progression within the standards

Although implicit in what the STPCD states the post threshold standards do
not distinguish between the expectations at UPS1, UPS2, and UPS3 although
in order to ‘grow professionally’ teachers would need to broaden and deepen
their professional, knowledge and understanding and skills over a period of
years. Teachers should be clear about what this might look like in their school.



                                    Page 3
                                    Professional Standards for Teachers
                                               Post Threshold
Post Threshold Teachers should meet the following post threshold standards (P) and meet the core teaching
standards.

 Professional attributes                                                                                           Check
                                      Have high expectations of children and young people including a
 Relationships with children   C1     commitment to ensuring that they can achieve their full educational
 and young people                     potential and to establishing fair, respectful, trusting, supportive and
                                      constructive relationships with them.
                                      Hold positive values and attitudes and adopt high standards of
                               C2     behaviour in their professional role
                                      Maintain an up-to-date knowledge and understanding of the
 Frameworks                    C3     professional duties of teachers and the statutory framework within
                                      which they work, and contribute to the development, implementation
                                      and evaluation of the policies and practice of their workplace, including
                                      those designed to promote equality of opportunity.
                                      Contribute significantly, where appropriate, to implementing workplace
                               P1     policies and practice and to promoting collective responsibility for their
                                      implementation.
                                      (a) Communicate effectively with children, young people and
 Communicating with others     C4     colleagues.
                                      (b) Communicate effectively with parents and carers, conveying timely
                                      and relevant information about attainment, objectives, progress and
                                      well being.
                                      (c) Recognise that communication is a two-way process and
                                      encourage parents and carers to participate in discussions about the
                                      progress, development and well being of children and young people.
                                      Recognise and respect the contributions that colleagues, parents and
                               C5     carers can make to the development and well being of children and
                                      young people, and to raising their levels of attainment.
                                      Have a commitment to collaboration and co-operative working where
                               C6     appropriate
 Personal professional                Evaluate their performance and be committed to improving their
 development                   C7     practice through appropriate professional development.
                                      Have a creative and constructively critical approach towards
                               C8     innovation; being prepared to adapt their practice where benefits and
                                      improvements are identified.
                               C9     Act upon advice and feedback and be open to coaching and mentoring

 Professional knowledge and understanding                                                                          Check
                                Have a good, up-to-date working knowledge and understanding of a
 Teaching and learning     C10 range of teaching, learning and behaviour management strategies and
                                know how to use and adapt them, including how to personalise
                                learning to provide opportunities for all learners to achieve their
                                potential.
                                Have an extensive knowledge and understanding of how to use and
                           P2   adapt a range of teaching, learning and behaviour management
                                strategies, including how to personalize learning to provide
                                opportunities for all learners to achieve their potential.
                                Know the assessment requirements and arrangements for the
 Assessment and            C11 subjects/curriculum areas they teach, including those relating to public
 monitoring                     examinations and qualifications.
                                Have an extensive knowledge and well-informed understanding of the
                           P3   assessment requirements and arrangements for the
                                subjects/curriculum areas they teach, including those related to public
                                examinations and qualifications.
                                Have up to date knowledge and understanding of the different types of
                           P4   qualifications and specifications and their suitability for meeting
                                learners’ needs.




                                                       Page 4
Professional knowledge and understanding cntd                                                                   Check
                               Know a range of approaches to assessment, including the importance
                          C12 of formative assessment.

                                   Know how to use local and national statistical information to evaluate
                             C13   the effectiveness of their teaching, to monitor the progress of those
                                   they teach and to raise levels of attainment.
                                   Know how to use reports and other sources of external information
                             C14   related to assessment in order to provide learners with accurate and
                                   constructive feedback on their strengths, weaknesses, attainment,
                                   progress and areas for development, including action plans for
                                   improvement.
                                   Have a secure knowledge and understanding of their subjects
Subjects and curriculum      C15   /curriculum areas and related pedagogy including: the contribution that
                                   their subjects/curriculum areas can make to cross-curricular learning
                                   and recent relevant developments.
                                   Have a more developed knowledge and understanding of their
                             P5    subjects/curriculum areas and related pedagogy including how
                                   learning progresses with them.
                                   Know and understand the relevant statutory and non-statutory
                             C16   curricula and frameworks, including those provided through the
                                   National Strategies, for their subjects/curriculum areas and other
                                   relevant initiatives across the age and ability range they teach.
                                   Know how to use skills in literacy, numeracy and ICT to support their
Literacy, numeracy and ICT   C17   teaching and wider professional activities.
                                   Understand how children and young people develop and how the
Achievement and diversity    C18   progress, rate of development and well-being of learners are affected
                                   by a range of developmental, social, religious, ethnic, cultural and
                                   linguistic influences.
                                   Know how to make effective personalized provision for those they
                             C19   teach, including those for whom English is an additional language or
                                   who have special educational needs or disabilities, and how to take
                                   practical account of diversity and promote equality and inclusion in
                                   their teaching.
                                   Understand the roles of colleagues such as those having specific
                                   responsibilities for learners with special educational needs, disabilities
                             C20   and other individual learning needs, and the contributions they can
                                   make to the learning, development and well being of children and
                                   young people.
                             C21   Know when to draw on the expertise of colleagues, such as those with
                                   responsibility for the safeguarding of children and young people and
                                   special educational needs and disabilities, and to refer to sources of
                                   information, advice and support from external agencies.
                                   Know the current legal requirements, national policies and guidance
Health and well-being        C22   on the safeguarding and promotion of the well being of children and
                                   young people.
                                   Know the local arrangements concerning the safeguarding of children
                             C23   and young people.
                                   Know how to identify potential child abuse or neglect and follow
                             C24   safeguarding procedures.
                                   Know how to identify and support children and young people whose
                             C25   progress, development or well-being is affected by changes or
                                   difficulties in their personal circumstances, and when to refer them to
                                   colleagues for specialist support.
                                   Have sufficient depth of knowledge and experience to be able to give
                             P6    advice on the development and well being of children and young
                                   people.




                                                    Page 5
Professional skills                                                                                          Check
                                  Plan for progression across the age and ability range they teach,
Planning                    C26   designing effective learning sequences within lessons and across
                                  series of lessons informed by secure subject/curriculum knowledge.
                                  Be flexible, creative and adept at designing learning sequences within
                            P7    lessons and across lessons that are effective and consistently well
                                  matched to learning objectives and the needs of the learners and
                                  which integrate recent developments, including those relating to
                                  subject/curriculum knowledge.
                                  Design opportunities for learners to develop their literacy, numeracy,
                            C27   ICT and thinking and learning skills appropriate within their phase and
                                  context
                                  Plan, set and assess homework, other out-of-class assignments and
                            C28   coursework for examinations, where appropriate, to sustain learners’
                                  progress and to extend and consolidate their learning.
                                  Teach challenging, well-organised lessons and sequences of lessons
Teaching                    C29   across the age and ability range they teach in which they:
                                  (a) use an appropriate range of teaching strategies and resources,
                                  including e-learning, which meet learners’ needs and take practical
                                  account of diversity and promote equality and inclusion
                                  (b) build on the prior knowledge and attainment of those they teach in
                                  order that learners meet learning objectives and make sustained
                                  progress
                                  (c) develop concepts and processes which enable learners to apply
                                  new knowledge, understanding and skills
                                  (d) adapt their language to suit the learners they teach, introducing
                                  new ideas and concepts clearly, and using explanations, questions,
                                  discussions and plenaries effectively
                                  (e) manage the learning of individuals, groups and whole classes
                                  effectively, modifying their teaching appropriately to suit the stage of
                                  the lesson and the needs of the learners.
                                  Teach engaging and motivating lessons informed by well-grounded
                            C30   expectations of learners and designed to raise levels of attainment.
                                  Have teaching skills, which lead to learners achieving well relative to
                            P8    their prior attainment, making progress as good as, or better than,
                                  similar learners nationally.
                                  Make effective use of an appropriate range of observation,
Assessing, monitoring and   C31   assessment, monitoring and recording strategies as a basis for setting
giving feedback                   challenging learning objectives and monitoring learners’ progress and
                                  levels of attainment.
                                  Provide learners, colleagues, parents and carers with timely, accurate
                            C32   and constructive feedback on learners’ attainment, progress and
                                  areas for development
                                  Support and guide learners so that they can reflect on their learning,
                            C33   identify the progress they have made, set positive targets for
                                  improvement and become successful independent learners.
                                  Use assessment as part of their teaching to diagnose learners’ needs,
                            C34   set realistic and challenging targets for improvement and plan future
                                  teaching.
                                  Review the effectiveness of their teaching and its impact on learners’
Review teaching and         C35   progress, attainment and well being, refining their approaches where
learning                          necessary.




                                                   Page 6
Professional skills cntd                                                                                   Check

Review teaching and        C36   Review the impact of the feedback provided to learners and guide
learning                         learners on how to improve their attainment.
                                 (a) Establish a purposeful and safe learning environment, which
Learning environment       C37   complies with current legal requirements, national policies and
                                 guidance on the safeguarding and well being of children and young
                                 people so that learners feel secure and sufficiently confident to make
                                 an active contribution to learning and to the school.
                                 (b) Make use of the local arrangements concerning the safeguarding
                                 of children and young people.
                                 (c) Identify and use opportunities to personalise and extend learning
                                 through out-of-school contexts where possible making links between
                                 in school learning and learning in out-of-school contexts.
                                 (a) Manage learners’ behaviour constructively by establishing and
                           C38   maintaining a clear and positive framework for discipline, in line with
                                 the school’s behaviour policy.
                                 (b) Use a range of behaviour management techniques and strategies,
                                 adapting them as necessary to promote the self-control and
                                 independence of learners.
                                 Promote learners’ self-control, independence and cooperation through
                           C39   developing their social, emotional and behavioural skills
                                 Work as a team member and identify opportunities for working with
Team working and           C40   colleagues, managing their work where appropriate and sharing the
collaboration                    development of effective practice with them.
                           P9    Promote collaboration and work effectively as a team member.
                                 Ensure that colleagues working with them are appropriately involved
                           C41   in supporting learning and understand the roles they are expected to
                                 fulfill.
                                 Contribute to the professional development of colleagues through
                           P10   coaching and mentoring, demonstrating effective practice, and
                                 providing advice and feedback.




                                                  Page 7
                                                                         Appendix A


 1 September
                    1 September 2010         1 September 2011         1 September 2012
     2009
      M4                     M5                       M6                     UPS1
                                             Eligible to apply for
                                              threshold to take
 PM statement
                    PM statement must              effect on            If their application
   must reflect
                     reflect evidence         01.09.2012. The             was successful
    evidence
                    needed to support        school will use two         teacher crosses
    needed to
                    application to cross         performance          threshold and moves
inform threshold
                      the threshold             management                    to UPS1
                                              reviews to inform
                                                   decision
      M5                     M6                     UPS1                     UPS1
                                                                        No movement (2
                    Eligible to apply for
 PM statement                                                          years must elapse
                     threshold to take
  must reflect                                                          before eligible to
                          effect on            If their application
   evidence                                                           progress) however
                     01.09.2011. The             was successful
  needed to                                                              PM statement
                    school will use two         teacher crosses
    support                                                             should reflect the
                        performance          threshold and moves
 application to                                                           need for pay
                       management                    to UPS1
   cross the                                                              progression
                     reviews to inform
   threshold                                                          recommendation to
                          decision
                                                                         UPS2 in 2013
       M6                  UPS1                     UPS1                     UPS2
Eligible to apply                              No movement (2
for threshold to                              years must elapse
                                                                       If teacher has two
 take effect on                                before eligible to
                      If their application                                  successful
  01.09.2010.                                progress) however
                        was successful                                     performance
The school will                                 PM statement
                       teacher crosses                                     management
     use two                                   should reflect the
                    threshold and moves                                reviews over past
  performance                                    need for pay
                            to UPS1                                     two years should
 management                                      progression
                                                                       progress to UPS2
   reviews to                                recommendation to
inform decision                                 UPS2 in 2012
      UPS1                 UPS1                     UPS2                     UPS2
                      No movement (2
                                                                        No movement (2
                     years must elapse
                                              If teacher has two       years must elapse
     If their         before eligible to
                                                   successful           before eligible to
application was     progress) however
                                                  performance          progress) however
   successful          PM statement
                                                  management           PM should reflect
teacher crosses       should reflect the
                                              reviews over past           need for pay
 threshold and          need for pay
                                               two years should           progression
moves to UPS1           progression
                                              progress to UPS2          recommendation
                    recommendation to
                                                                           UPS3 2013
                       UPS2 in 2011




                                              Page 8

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:45
posted:6/18/2012
language:English
pages:8