etc
E T H I CAL T RAI N I N G & C O N S U LTAN C Y
Implications of Appraisal and Pay: Reviewing
and Revising your Staffing Structure
November 2014
Ian Draper
etc
E T H I CAL T RAI N I N G & C O N S U LTAN C Y
Contact Details
jean.hemsley@ethicaltraining.com 07956 640196
ian.draper@ethicaltraining.com 07962 448848
www.ethicaltraining.com
FAQ on facebook
www.sene.org.uk
Facebook:
SENEtigray/SENEthiopia
etc
Session Plan

The culture shift

Pay

Fairness and consistency

Career stage performance expectations

Revised career structures for teachers and leaders

Restructuring timetable
etc
Changes to STPCD September 2013

21.1 The relevant body must consider annually whether or not to increase
the salary of teachers who have completed a year of employment since the
previous annual pay determination

21.2 The relevant body must decide how pay progression will be
determined, subject to the following:
The decision whether or not to award pay progression must be
related to the teacher’s performance, as assessed through the
school or authority’s appraisal arrangements in accordance with the
2012 regulations

21.3 The relevant body must set out clearly in the school’s pay policy how
pay progression will be determined
School Teachers’ Pay and Conditions Document 2013
etc
The Culture Change – Pay and Appraisal

Pay is no longer incremental

The baseline for teachers and leaders is the maintenance of their pay point

Appraisal is the record of performance

Performance is assessed continuously throughout the year

The appraisal statement is a “contract” and should be owned by the teacher

Appraisal outcomes relate directly to pay and career outcomes
© ETC 2013
etc
Review of pay 2013 & 2014 –
Requirements [key words]

Simple

Flexible

Autonomy

Recruitment

Retention
Remit letter to STRB April 2013
etc
TLR 1
TLR 2
Excellent Teacher
UPS
Main Scale
UQT
Pay Inner London 2012/13
113,303
64.036 (A18)
62,640
61,392
60,993
12,393
48,600
45,483
44,540 (A1)
44,986)
7,323
6,197
Leadership
2,535
AST
29,088
27,249
25,410
23,571
21,731
19,893
36,387
33,865
31,446
29,889
28,408
27,000
45,000
43,536
41,497
etc
64,677
Leadership
TLR 11
TLR
TLR 2
TLR 3
Leading Practitioner
UQT
Pay Inner London 2013/14
113,303
45,450
UPR
44,986
44,986
12,517
41,912
6,259
Main Pay Range
29,379
27,522
25,665
23,807
21,949
20,092
36,751
34,204
31,761
30,188
28,693
27,270
7,397
2,500
500
2,561
etc
65,324
Leadership
TLR 11
TLR
TLR 2
TLR 3
Leading Practitioner
UQT
Pay Inner London 2015
114,437
44,905
UPR
45,436
45,436
12,643
42,332
7,471
37,119
27,543
20,293
Main Pay Range
29,673
6,322
2,551
511
2,587
etc
STPCD 2014

Eight broad bands based on the existing HT groups and total unit scores

Removing mandatory spine points

Performance based progression

No mandatory differentials, discretion for governing bodies

Governing body determines how much room is appropriate for progression

Individual pay range for Deputy and Assistant Heads set appropriate to the
role with no prescribed room or differentials

The current provisions relating to differential levels of payments for TLR
posts within schools be removed, so schools are free to make appropriate
decisions in the context of their needs
etc
Recommended Pay Ranges for Leadership
2014
England
Minimum (AH’s and DH’s)
Inner London
Outer London
37,836
44,986
40,838
1
42,803 – 57,520
49,961 – 64,677
45,808 – 60,525
2
44,971 – 61,901
52,128 – 69,059
47,974 – 64,907
3
48,505 – 66,623
55,656 – 73,780
51,503 – 69,624
4
52,131 – 71,701
59,287 – 78,853
55,129 – 74,702
5
57,520 – 79,081
64,677 – 86,238
60,525 – 82,087
6
61,901 – 87,229
69,059 – 94,386
64,907 – 90,231
7
66,623 – 96,166
73,780 – 103,319
69,624 – 99,167
8
73,480 – 106,148
80,634 – 113,303
74,523 – 107,199
Broad Bands for HT’s
Headroom for HT’s of
multiple schools
etc
Appraisal: Teachers’ questions
1
Can you assure me that I will be treated fairly? [F]
2
What evidence will be used to assess my performance? [E]
3
How will my performance be assessed? [A]
4
What do I need to do to get pay progression? [P]
[F] Fairness and Consistency
[E] Evidence
[A] Assessment
[P] Pay progression
© ETC 2013
etc
Schools’ responses
1
Set career stage performance expectations [F] [E] [P]
2
Ensure appraisers are moderated and accountable [F]
3
Write standardised objectives for all teachers [F] [A]
4
Publish agreed sources of evidence available to all teachers [F] [E] [A]
5
Provide continuous assessment and feedback [A]
6
Develop new time limited job descriptions with performance criteria [F]
7
Start the appraisal cycle on 1st September [F]
8
Review the staffing structure and consider specialist appraiser team [F]
[F] Fairness and Consistency
[E] Evidence
[A] Assessment
[P] Pay progression
© ETC 2014
etc
Performance Expectations
etc
Career Stage Performance Expectations
 Describes the performance and behaviours expected at each career
stage – Teachers and Leaders
 Teacher, Career stage 1
 Teacher, Career stage 2
 Teacher, Career stage 3
 Teacher, Career stage 1
 Leader, Assistant Head
 Leader, Deputy Head
 Leader, Headteacher
Support Staff
 TA, Learning Mentor, Nursery Nurse
 Office Manager, Receptionist, Bursar
 Set out in part B (performance criteria) of a job description
 Assessed throughout the appraisal process
© ETC 2014
etc
Standards 3 and 4 - Quality of Teaching
Demonstrates good subject and curriculum knowledge
 has a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’
interest in the subject, and address misunderstandings
 demonstrates a critical understanding of developments in the subject and curriculum areas, and
promote the value of scholarship
 demonstrates an understanding of and take responsibility for promoting high standards of literacy,
articulacy and the correct use of standard English, whatever the teacher’s specialist subject
 if teaching early reading, demonstrates a clear understanding of systematic synthetic phonics
 if teaching early mathematics, demonstrates a clear understanding of appropriate teaching strategies.
(3)
Plans and teaches well structured lessons
 imparts knowledge and develop understanding through effective use of lesson time
 promotes a love of learning and children’s intellectual curiosity
 sets homework and plans other out-of-class activities to consolidate and extend the knowledge and
understanding pupils have acquired
 reflects systematically on the effectiveness of lessons and approaches to teaching
 contributes to the design and provision of an engaging curriculum within the relevant subject area(s).
(4)
etc
CS 1 Teacher – Standards 3 & 4 (Quality of
Teaching) - Performance Expectations
 Ensures that subject knowledge is thorough and is promoted in classes to engage the
interests of students taught.
 Delivers well planned and structured lessons.
 Ensures that all students develop their skills as learners.
 Regularly sets homework in line with school policy. Marks homework and provides
feedback to students.
 Develops other activities that extend students’ learning outside the classroom and their
wider interests in the subject.
 Regularly reviews the success of lessons and provides formal lesson plans and
evaluation of these plans as part of the departments QA processes.
© ETC 2013
etc
CS 2 Teacher – Standards 3 & 4 (Quality of
Teaching) - Performance Expectations
 Is a source of updating student knowledge as well as supporting others in the way to
update knowledge.
 Supports others in developing ways to encourage students to appreciate and be
interested and engaged in the subject.
 Prepares and delivers consistently good and outstanding lessons.
 Is a role model for teachers in promoting students’ love of learning and their intellectual
curiosity.
 Sets homework that is stimulating and fosters learning outside the classroom by
incorporating innovative approaches.
 Shares with others how to gauge the impact of teaching and learning activities.
 Provides expertise and suggestions for improvement of the curriculum.
© ETC 2013
etc
CS 3 Teacher - Performance Expectations
 Has an awareness of school, national and international benchmarks and examination
reports, including data from maintained and independent schools.
 Has an extensive understanding of and expertise in relevant assessment systems and
examinations.
 Makes critical use of data, relating to the prior and current performance of pupils, to
underpin and motivate improvement.
 Expectations are challengingly high, realistic, based on sound experience, and take into
account the abilities of all pupils.
 Ensures that the pacing of lessons is well orchestrated and transitions between whole
class teaching, group and individual work are seamless.
 Ensures that high quality assessment and feedback are consistently prompt, rigorous
and constructive.
 Commands the classroom, skilfully leading, encouraging and extending pupils.
 Is analytical in evaluating and developing their own craft and knowledge, making full use
of continuing professional development and appropriate research.
 Mentors pre-threshold teachers to reach threshold standards.
 Supports and monitors teachers whose performance needs to improve.
© ETC 2013
etc
CS 4 Teacher – Quality of Teaching Performance Expectations
 Establishes creative, responsive and effective approaches to learning and teaching.
 Monitors, evaluates and reviews classroom practice and promotes improvement
strategies.
 Challenges underperformance in the classroom and ensures effective corrective action
and follow-up.
 Is highly regarded by colleagues as a leader of stature rather than one who is dependant
on their status.
 Exhibits outstanding teaching skills through their day-to-day work.
 Leads, through their day-to-day practice, outstanding quality of teaching for a team of
teachers.
 Ensures that open, honest and regular conversations about performance take place
across the school including reflecting with individuals and teams on lessons learnt when
things go wrong and holding peers to account appropriately.
 Continually develops through coaching and mentoring, the quality of teaching, to deliver
outstanding and sustainable classroom performance.
© ETC 2013
etc
AH Leader of Learning – Quality of
Teaching - Performance Expectations
 Establishes creative, responsive and effective approaches to learning and teaching.
 Is highly regarded by colleagues as a leader of stature rather than one who is dependant
on their status.
 Ensures that open, honest and regular conversations about performance take place
across the school, including reflecting with individuals and teams on lessons learnt when
things go wrong and holding peers to account appropriately.
 Takes a strategic role in the development of new and emerging technologies to enhance
and extend the learning experience of students.
 Promotes and supports teachers to provide sufficient time for students to reflect on an
assessment task and what they have learnt from it.
 Ensures that as a result of their learning experiences students:
• exercise initiative in applying thinking skills critically and creatively to recognise and
approach complex problems and make reasoned decisions;
• understand and express ideas and information confidently and creatively;
• work effectively and willingly in collaboration with others.
© ETC 2013
etc
Head Teacher – Quality of Teaching Performance Expectations
 Establishes creative, responsive and effective approaches to learning and teaching.
 Articulates characteristics of outstanding teaching and learning for students of all abilities.
 Demonstrates personal enthusiasm for, commitment to and understanding of, the
learning process.
 Has a successful, proven track record of monitoring, evaluating and improving the quality
of teaching and learning.
 Ensures the quality of all teaching is at least good with much that is outstanding.
 Initiates and supports research and debate about effective learning and teaching and
develops relevant strategies for performance improvement.
 Acknowledges and celebrates outstanding teaching.
 Implements an appraisal system that secures early identification of teachers who need to
improve and monitors and supports their improvement.
 Ensures there is a curriculum offer which values the talents and aspirations and which
provides opportunities, inspires and energises all students.
© ETC 2013
etc
Teaching Assistant – Quality of Teaching Performance Expectations
 Offers constructive and timely suggestions as to the support provided to a planned
learning activity.
 Agrees role in implementing the learning activity.
 Obtains information from the teacher about the teaching and learning objectives of the
activity.
 Supports pupils in activities to develop their reading, writing, speaking/talking listening
and numeracy skills.
 Offers the required types of support as and when needed by the pupils.
 Gives encouragement and feedback using language and vocabulary which the pupils are
likely to understand.
 Provides the teacher with relevant feedback on the progress of the activity, the pupils’
response to the activity and progress in meeting learning targets.
 Demonstrates understanding of children’s preferred ways of communicating.
 Encourages children to use different communication methods.
 Models positive communication skills for children.
 Identifies the purpose of the display clearly.
 Devises the design and content of the display to maintain an appropriate balance
between effective visual presentation and security of material.
© ETC 2013
etc
etc
Teacher Career Stages responsibilities –
an example for Career Stages 1-4
1.
Taking responsibility for a minor subject area or project e.g. MFL,
environmental education, as required by the school development plan.
2.
Taking responsibility for a priority subject area or project e.g. PE, humanities,
early years curriculum as required by the school development plan.
3.
Taking responsibility for a major subject area or project, e.g. English, Maths,
Science as required by the School Development Plan.
4.
Leading a major subject or departmental area, e.g. English, Maths, and
leading a team that has a significant impact on pupil progress and the quality of
teaching.
etc
Primary School
Pay and career pathways 2015/16?
Teaching
Career Stages
Leadership
HT
73,780
Classroom Teacher with
minor subject or small
project responsibility
CS 1
Classroom Teacher with
subject leadership (salary
maximum incorporates
TLR3 payment)
Deputy Headteachers):
•Teaching and Learning
•EYFS, Day care and
Extended services
55,000
55,656
48,450
AHT
CS 4
Classroom Teacher with
core subject leadership
and or team responsibility
CS 2
Classroom Teacher,
exceptional practitioner
and leader of pedagogy
CS 3
DHT
66,103
Headteacher with limited
operational role. Providing
a check and balance on
systems and processes.
Assistant Headteachers:
•Inclusion
•KS1
•KS 2
41,500
30,188
All salaries are the maximum for the career stage
etc
Secondary School
Pay and career pathways 2015/16?
Teaching
Career Stages
Leadership
HT
87,229
Classroom Teacher with
minor subject or small
project responsibility
CS 1
Classroom Teacher with
subject leadership (salary
maximum incorporates
TLR3 payment)
Deputy Headteachers (3):
•Teaching
•Pupils
•Curriculum
48,000
47,227
37,124
AHT
CS 4
Classroom Teacher with
core subject leadership
and or team responsibility
CS 2
Classroom Teacher,
exceptional practitioner
and leader of pedagogy
CS 3
DHT
54,849
Headteacher with limited
operational role. Providing
a check and balance on
systems and processes.
Assistant Headteachers: (!4)
•Appraisal (5)
•Faculties (4)
•KS including SENCO (5)
33,500
27,000
All salaries are the maximum for the career stage
etc
Timetable for Restructuring
Autumn - Spring 2015
Nov 2014 Preliminary assessment of strengths
and weaknesses of existing structure
Jan 2015 Governors decide on a preferred
staffing structure
Consultation with staff and
professional associations commences
Feb 2015 Consultation concludes
Governors agree staffing structure
Mar 2015 Job descriptions written for new
structure
Staff given information of new
structure and JD’s
One to one meetings as requested
Summer - Autumn 2015
Apr 2015 Staff invited to apply for posts in the
new structures
Work life balance policy and career
break policy written
Pay, Performance Management and
CPD policies reviewed
May 2015 Staff appointments confirmed
Policies out for consultation
July 2015 New policies in place
New job descriptions in place
Sept 2015 New structure in operation