Bob Charlton
June 2013/Oct 2014

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

• 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)

• 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

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)

Part 1
1.
Set high expectations which inspire, motivate and challenge pupils
2.
Promote good progress and outcomes by pupils
3.
Demonstrate a good subject and curriculum knowledge
4.
Plan and teach well structured lessons
5.
Adapt teaching to respond to the strengths and needs of all pupils
6.
Make accurate and productive use of assessment
7.
Manage behaviour effectively to ensure a good and safe learning environment
8.
Fulfil wider professional responsibilities

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

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.

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

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

Performance
Management
Objectives
1. Curriculum, Class, Subject based
2. Year Group, Key Stage focus
3. Technology based
4. Team or collaborative project
5. Short-term, quick-win objectives
6. Specific needs-based solution
7. School-wide benefit
8. Strategic (mile-stoned) objective
School Development Plan
Teacher Standards
Impact
Supporting
CPD

Subject
School-wide
Data
Year Group
Collaborative
Team
Subject
Phase
Collaborative
Subject
Subject
Team
Specific
Technology
Phase
Year
Group
Strategic
Specific
Curriculum
Team
Year Group
Curriculum
Subject
Team

Planning,
Observation &
Other Evidence
1. Planning
2. Observations
3. Learning walks
4. Pupil progress meetings
5. Book scrutiny
6. Data analysis
7. Test results !
8. CPD records
9. Pupil progress !
School Development Plan
Teacher Standards
Impact
Supporting
CPD

Outcomes,
Targets,
Progress
1. National standards
2. School targets
3. Pupil progress
4. Pupil data and assessment
5. Cohort profile
6. Adjustments
7. Mitigation
8. Mapping to Teacher Standards
School Development Plan
Teacher Standards
Impact
Supporting
CPD

Making the Links
Pay Progression – against professional areas
Professional
Area
Professional
Practice
Professional
Outcomes
Professional
Relationships
Professional
Development
Professional
Conduct
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
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
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
Many aspects of teaching over time are outstanding
Significant numbers of pupils exceed school expectations
Positive working relationships established with pupils, colleagues, and parents.
Develops professional practice in line with advice from more experienced colleagues
These working relationships result in good progress by all groups of pupils
Engaged in productive professional development programme
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
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
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:
Main Pay Range A
M1/M2
Main Pay Range B
M3/M4
Main Pay C
M5/M6
Upper Pay Range
UPR 1/2/3
1.
Set high expectations which inspire, motivate and challenge pupils
The classroom ethos is positive and supportive.
Targets are set but they are not always challenging or accurate.

 establish a safe and stimulating environment for pupils, rooted in mutual respect
Requires mentoring, coaching, support from other colleagues to establish good practice and routines.
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.
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 works within the explicit ethos, vales and policies of the school.
Pupil targets are accurate with inbuilt challenge.
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 promotes collective responsibility by taking a lead in shaping the ethos values and policies of the school and implementing these consistently.
Pupils problem solve and support each other. They manage their own behaviour well.
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.
All targets are precise, appropriate, accurate and challenging and most children reach these ambitious targets.
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
Requiring Improvement
Requiring Improvement but some
Good Practice
Good Practice but Requiring some
Improvement
Good Practice
0
0
0
0
0/1
Appraisal process (should not be a surprise), rapid intervention, realistic targets and time-frame, one-to-one support, specific development needs targeted
Appraisal process (should not be a surprise), intervention, one-to-one support, specific targeted development
Targeted development, mentor support, next observation identifying a requirement to improve will trigger appraisal process
Peer observations, coaching and mentoring, specific areas for development
1
Good to Outstanding coaching, peer observations, broad professional development
Specific development programme, coaching, targeted peer observations Good Practice with some
Outstanding Features
Outstanding Practice generally 1/2
Outstanding Practitioner 2/UPR
Sharing good practice, development focused on the gaps – should be preparing for Upper Pay Range Assessment if not already
Delivering mentoring and coaching, stretching development – if not on UPR or
Leading Practitioner Range then should be encouraged to apply

Teacher name:
Teacher Appraisal Statement 2013-14
Post held:
Name and role of line manager/appraiser and role:
Objective 1
Impact
Xxxxxxxxx
Success / Evidence
Date of planning (objective setting) meeting:
Current pay range and point:
TLR/SEN/R&R Incentive:
Working towards PAYRANGE/POINT by DATE
Level Supporting CPD Relevant
Teacher
Standards what difference will achieving this objective make what does success look like and what evidence is there to support it needed to achieve this objective that will be met in achieving this objective 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:
Line manager/Appraisers signature
Initial pay recommendation:
Moderated by:
Position:
Signature:
Date:
Date:
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
4.3
4.4
Upper Pay Range
Leading Practitioner
NQTs
4.5
4.6
4.7
Unqualified Teachers
Part-time Teachers
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 30 th .
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