Etc E T H I C A L T R A I N I N G & C O N S U L T A N C Y Implications of Appraisal and Pay: Reviewing and Revising your Staffing Structure November 2014.

etcE T H I C A L T R A I N I N G & C O N S U L T A N C Y

Implications of Appraisal and Pay: Reviewing and Revising your Staffing Structure

November 2014

Ian Draper

etcE T H I C A L T R A I N I N G & C O N S U L T A N C Y

Contact Details

[email protected] 07956 640196

[email protected] 07962 448848

www.ethicaltraining.com

FAQ on facebook

www.sene.org.ukFacebook: SENEtigray/SENEthiopia

etc

The culture shift

Pay

Fairness and consistency

Career stage performance expectations

Revised career structures for teachers and leaders

Restructuring timetable

Session Plan

etc

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

Changes to STPCD September 2013

School Teachers’ Pay and Conditions Document 2013

etcThe 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

Simple

Flexible

Autonomy

Recruitment

Retention

Review of pay 2013 & 2014 – Requirements [key words]

Remit letter to STRB April 2013

etcetc

29,08827,24925,41023,57121,73119,893

36,387 33,865 31,446 29,889 28,408 27,000

45,00043,53641,497

UQ

T

Mai

n S

cale

UP

S

TL

R 2

AS

T

64.036 (A18)

62,64061,392

45,48344,540 (A1)

Lead

ersh

ip

TL

R 1

6,197

2,535

12,393

7,323

113,303

44,986)E

xce

llen

t Tea

cher

60,993

48,600

Pay Inner London 2012/13

etcetcU

QT

TLR

2

Lead

ers

hipT

LR

1

Pay Inner London 2013/14

TLR

3

2,500

500

Mai

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UP

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adin

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ract

itio

ner

TLR

1

TLR

2

29,37927,52225,66523,80721,94920,092

64,677

44,986

45,450

41,912

36,751 34,204 31,761 30,188 28,693 27,270

113,303

44,986

12,517

7,3976,259

2,561

etcetcU

QT

TLR

2

Lead

ers

hipT

LR

1

Pay Inner London 2015

TLR

3

2,551

511

Mai

n P

ay

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UP

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TLR

1

TLR

2

29,673

20,293

65,324

45,436

44,905

42,332

37,119

27,543

114,437

45,436

12,643

7,4716,322

2,587

etc

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

STPCD 2014

England Inner London Outer London

Minimum (AH’s and DH’s) 37,836 44,986 40,838

Broad Bands for HT’s

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

Headroom for HT’s of multiple schools

etcRecommended Pay Ranges for Leadership 2014

etc

1Can you assure me that I will be treated fairly? [F]

2What evidence will be used to assess my performance? [E]

3How will my performance be assessed? [A]

4What do I need to do to get pay progression? [P]

Appraisal: Teachers’ questions

© ETC 2013

[F] Fairness and Consistency[E] Evidence[A] Assessment[P] Pay progression

etc Schools’ responses

1Set career stage performance expectations [F] [E] [P]

2Ensure appraisers are moderated and accountable [F]

3Write standardised objectives for all teachers [F] [A]

4Publish agreed sources of evidence available to all teachers [F] [E] [A]

5Provide continuous assessment and feedback [A]

6Develop new time limited job descriptions with performance criteria [F]

7Start the appraisal cycle on 1st September [F]

8Review the staffing structure and consider specialist appraiser team [F]

© ETC 2014

[F] Fairness and Consistency[E] Evidence[A] Assessment[P] Pay progression

Performance Expectations

etcetc

Career Stage Performance Expectations

etcetc

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

etcetc 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) 

etcetc

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.

CS 1 Teacher – Standards 3 & 4 (Quality of Teaching) - Performance Expectations

© ETC 2013

etcetc

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.

CS 2 Teacher – Standards 3 & 4 (Quality of Teaching) - Performance Expectations

© ETC 2013

etcetc

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.

CS 3 Teacher - Performance Expectations

© ETC 2013

etcetc

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.

CS 4 Teacher – Quality of Teaching - Performance Expectations

© ETC 2013

etcetc

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.

AH Leader of Learning – Quality of Teaching - Performance Expectations

© ETC 2013

etcetc

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.

Head Teacher – Quality of Teaching - Performance Expectations

© ETC 2013

etcetc

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.

Teaching Assistant – Quality of Teaching - Performance Expectations

© ETC 2013

etcetc

etc

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.

Teacher Career Stages responsibilities – an example for Career Stages 1-4

etcetc Leadership

Primary School Pay and career pathways 2015/16?

CS

1

CS

3

55,000

48,450

41,500

55,656

30,188

CS

2

CS

4

AH

TH

T

DH

T

66,103

73,780 Teaching

Classroom Teacher with minor subject or small project responsibility

Classroom Teacher with subject leadership (salary maximum incorporates TLR3 payment)

Classroom Teacher with core subject leadership and or team responsibility

Classroom Teacher, exceptional practitioner and leader of pedagogy Assistant Headteachers:

• Inclusion• KS1• KS 2

Deputy Headteachers):• Teaching and Learning• EYFS, Day care and

Extended services

Headteacher with limited operational role. Providing a check and balance on systems and processes.

All salaries are the maximum for the career stage

Career Stages

etcetc Leadership

Secondary SchoolPay and career pathways 2015/16?

CS

1

CS

3

48,000

37,124

33,500

47,227

27,000

CS

2

CS

4

AH

TH

T

DH

T

54,849

87,229 Teaching

Classroom Teacher with minor subject or small project responsibility

Classroom Teacher with subject leadership (salary maximum incorporates TLR3 payment)

Classroom Teacher with core subject leadership and or team responsibility

Classroom Teacher, exceptional practitioner and leader of pedagogy Assistant Headteachers: (!4)

• Appraisal (5)• Faculties (4)• KS including SENCO (5)

Deputy Headteachers (3):• Teaching• Pupils• Curriculum

Headteacher with limited operational role. Providing a check and balance on systems and processes.

All salaries are the maximum for the career stage

Career Stages

etc

Timetable for Restructuring

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

Apr 2015 Staff invited to apply for posts in the new structuresWork life balance policy and career break policy written Pay, Performance Management and CPD policies reviewed

May 2015Staff appointments confirmedPolicies out for consultation

July 2015 New policies in placeNew job descriptions in place

Sept 2015 New structure in operation

Autumn - Spring 2015 Summer - Autumn 2015