Monday 2nd September C10 11.15am
PERFORMANCE MANAGEMENT: ADVICE
AND GUIDANCE FOR LINE MANAGERS
SOME GOOD NEWS
For this academic year teachers who are
eligible for assessment for post threshold
(UPS1-3) will be assessed in the same way,
using the same process that we have been
using for a number of years. (See separate
hand out)
 I am presenting a twilight cpd session on
Monday 16th September for those who are
eligible.
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PERFORMANCE MANAGEMENT (APPRAISAL)
AND PAY PROGRESSION
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What are the changes we need to be aware of
for our school?
Area
Pay progression for main and upper
pay scale teachers
Provisions in the STPCD 2013
• All pay progression is related to
performance, as set out in each
school’s pay policy. It is no longer
based on length of service.
• Affects pay decisions made from
September 2014
• A teacher cannot have his/her salary
reduced while he/she remains in
the same post in the same school
Area
Provisions in the STPCD 2013
Upper pay scale and threshold assessment • Each school must have a pay policy
outlining the process of making a
decision on progression to and through
the upper pay range. The current 10
post threshold standards will be
replaced with simpler criteria.
• A teacher’s application is assessed by
considering:
Evidence from performance reviews.
Whether he/she is ‘highly competent’
in all elements of the teacher’s standards.
Whether his/her achievements and
contribution to the school has been
substantial and sustained
Area
Teaching and learning responsibility
payments
Provisions in the STPCD 2013
• TLR1 and TLR2 payments are
permanent while the teacher remains in
the same post
• New TLR3 payments can be awarded
for a fixed-term period. They can be
paid to teachers already receiving TLR1
or 2 payments and they do not have to
be made pro rata for part time teachers.
TLR3 payments enable schools to
reward time-limited school improvement
projects, or one-off externally driven
responsibilities
• Salary safeguarding arrangements
continue to apply to TLR1 and TLR2
payments, but not TLR3s
HOW DOES THIS AFFECT TEACHER APPRAISAL?
Teachers will still be assessed against three
criteria:
1. Their performance, values, behaviours and
conduct and how they compare with the
Teachers’ Standards
2. Their role in school
3. Their performance management objectives
 We have developed differentiated criteria to help
identify and assess levels of performance (See
separate hand out)
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WHAT ARE MY RESPONSIBILITIES AS LINE
MANAGER?
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Become familiar with the standards and make sure you understand them
Make sure the teachers in your team are familiar with them, from NQTs to
veterans
Become familiar with the new pay policy
Introduce and encourage the self-evaluation audits, which are designed to
help you and your appraisees to identify areas for professional development.
In addition there are also guidance sheets of evidence for each of the 8
Teacher Standards to help you and your appraisees
Whilst Brian ultimately decides who, for example, merits an upper pay scale
award, the responsibility for assessing the evidence and making (or not) a
recommendation lies with you
Discuss with your own line manager any teacher in your team who is at risk
of not consistently meeting any of the three criteria (referred to on the
previous slide)
PERFORMANCE MANAGEMENT AND
DEPARTMENT LINK SCHEDULES
In order to improve the focus and consistency
of the meetings between LT and line managers,
we have developed a schedule of meetings
throughout the year.
 In addition we are recommending a schedule to
enable you to meet with your appraisees to
discuss their performance (See separate sheet)
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AN OBJECTIVE FOR ALL TEACHERS THIS YEAR
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Objective 1: (See separate hand out)
Promote good progress and outcomes by pupils
The teacher/subject leader will implement strategies to
improve the performance of pupils so that (choose from
one of the following options as appropriate):
with appropriate additional support, most pupils achieve
in line with school expectations (M2)*
most students achieve in line with school expectations
and some exceed them (M6)*
almost all pupils achieve in line with school
expectations; many exceed them (UPS3)*
WHAT WILL SUCCESS LOOK LIKE, WHAT MONITORING
SHOULD BE DONE AND WHAT EVIDENCE SHOULD BE
GATHERED?
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Success Criteria:
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Effective plans are in place to support those not making the
expected levels of progress
Pupil progress: e.g. “By the end of Key Stage (KS)…, most
students achieve in line with school expectations and…” (copy
option choice from above)
Quality of teaching (choose from one of the following options as
appropriate):
many, but not all, aspects of teaching over time are good
(M2)*
all aspects of teaching over time are good (M6)*
all aspects of teaching over time are good; many are
outstanding (UPS3)*
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Monitoring arrangements and evidence:
Termly data monitoring shows the progress that pupils
are making and identifies the percentage making the
expected progress
 End of year exam results
 Scrutiny of work to show: assessment feedback is
identifying areas for improvement; evidence this
feedback is being acted upon; literacy marking
guidelines are being used consistently and regularly
 Monitoring of lesson observations to show that pupils
are making effective progress
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NB this objective would provide evidence that
would help towards meeting the following
teacher standards S1 through to S7.
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Advice (specific to this objective):
The use of work record cards will enable the appraiser to see
that each student has reflected on the feedback, sought to
demonstrate that (s)he understands the feedback (by writing
down their own target for improvement). They could also
incorporate a way to show that the teacher has monitored
that the student has acted on the advice.
The most effective feedback is often two-way, i.e. a dialogue
between the teacher and student. Learning conversations
can be one way in which both teacher and student can
demonstrate understanding of the current performance of
the student and what (s)he needs to do to improve.
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Objective 2: Heads of Department can identify a second
objective that the whole Department can have as a
focus as identified in their SIDP
Objective 3: The third will reflect the specific needs of
that individual. This objective could be used to identify
cpd needs that will enable the teacher to, for example,
develop or maintain current practice, extend practice in
order to support assessment for pay progression or to
provide effective experience for promotion opportunities.
This objective could be used when a colleague needs to
demonstrate progression in developing professional
relationships.
AND FINALLY…
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You will find this power point and all the other
information and guidance* you need on the NDHSStaff
Drive:
Admin/School Operational Matters/PERFORMANCE
MANAGEMENT & PAY POLICY
* including: the Professional Standards for Teachers, the
STPCD 2013, NDHS Pay Policy, NDHS PM Objectives
2013, PM and Department link Schedules, Threshold
Assessment, Annual Review Meeting, CPD relevant to
PM, Self Evaluation Audits, Guidance on Evidence to
Meet the 8 Standards and FAQs