Presentation on theme: "Tuesday 3 rd September 10.20 am. Some good news For this academic year only, if you are eligible for assessment for post threshold (UPS1-3), you will."— Presentation transcript:
Tuesday 3 rd September am
Some good news For this academic year only, if you are eligible for assessment for post threshold (UPS1-3), you will be assessed in the same way, using the same process that we have been using for a number of years. Your line manager has more information on this I am presenting a twilight cpd session on Monday 16 th September for those who are eligible to apply this academic year.
Performance Management (Appraisal) and Pay Progression What are the changes we need to be aware of for our school? AreaProvisions in the STPCD 2013 Pay progression for main and upper pay scale teachers 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
AreaProvisions 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
AreaProvisions in the STPCD 2013 Teaching and learning responsibility payments 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 my appraisal? You will still be assessed against three criteria: 1. Your performance, values, behaviours and conduct and how they compare with the Teachers’ Standards 2. Your role in school 3. Whether you have achieved your performance management objectives We have developed differentiated criteria to help identify and assess levels of performance
Implications: what happens if I fail to meet my performance criteria? Between MPS1 and 6, it would mean that you would not get that pay progression for that year However, once you have gone through threshold, there is a requirement that you have to maintain the performance expected at that level of additional salary If, over a period of time, your performance had dipped and not recovered, it would lead to the capability procedure
What do I need to know and do? Become familiar with the Standards and make sure you understand them (see hand out) Look at the Standards Audit that is appropriate for your current/potential level of pay together with your line manager (see hand out). Completing the Audit could help you both to identify personal areas for development Use the guidance sheets of for each of the 8 Teacher Standards to help you and your line manager to agree evidence that you are going to use to help demonstrate that you are meeting/have met your objective(s) Check and discuss your role with your line manager annually, using your job description Check the new pay policy
Performance Management meetings It is the responsibility of your line manager to know how well you are doing throughout the year and to provide support/advice if you may be at risk of not meeting any of the three aspects of your work that will be assessed: Your performance and conduct in relation to the Teachers’ Standards Your role Your performance objectives
Performance Management meetings Therefore (s)he will meet you several times during the year to check that you are on track and to acknowledge and celebrate your effort and successes
An objective for all teachers this year 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? Success Criteria: 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)*
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
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.
NB this objective would provide evidence that would help towards meeting the following Teacher Standards S1 through to S7.
And finally… 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 Threshold Assessment, Annual Review Meeting, CPD relevant to PM, Self Evaluation Audits, Guidance on Evidence to Meet the 8 Standards and FAQs