Information to Teachers Who Were Successful at Their Threshold with Effect from September 2000

June 2004

Information to teachers who are eligible for progression on the upper pay spine As a matter of course, all headteachers have to undertake a Performance Management Review on all teaching staff in their school. Since you are eligible for further progression on the upper pay spine, your review this year will consider this. This review process is automatic and you do not have to apply. You may, however, find the following information useful. The general process originally agreed nationally has been clarified with the agreement of NAHT, SHA, NASUWT, ATL, PAT and the DfES. The format being adopted locally has been discussed with the representatives of the Croydon Teachers’ Professional Association (TPA). It is important to stress that this does not impose any additional requirements on teachers and the key purpose of adopting a local format is to promote consistency and fairness throughout Croydon schools. The School Teachers' Pay and Conditions Document 2003 (STPCD) states that the sole criterion for consideration for pay progression on the upper pay spine is that “the achievement of the post-threshold teacher and his/her contribution to the school, or to a school or schools in which the teacher previously worked, have been substantial and sustained”. Recent further national clarification has been issued as follows: ‘UPS3 teachers play a critical role in the life of the school. They provide a role model for teaching and learning, make a distinctive contribution to the raising of pupil standards and contribute effectively to the work of the wider team. They take advantage of appropriate opportunities for professional development and use the outcomes effectively to improve pupils’ learning.’ The above should not be taken as implying that UPS3 teachers need to meet additional criteria. The levels of performance required do not become progressively more challenging towards the top of the scale. The national clarification continues: ‘The following paragraphs refer to all teachers seeking to progress on the Upper Pay Scale. To achieve progression, the School Teachers’ Pay and Conditions Document (STPCD) requires that the achievements of post-threshold teachers and their contribution to school(s) should have been substantial and sustained. To be fair and transparent, judgments must be properly rooted in evidence and there must have been a successful review of overall performance. Progression on UPS should be based on two successful consecutive performance management reviews, other than under the exceptional circumstances as set out in STPCD. A successful performance review as prescribed by the appraisal regulations involves a performance management process of  performance objectives  classroom observation  other evidence To ensure that the achievements and contribution have been substantial and sustained that performance review will need to assess that the teacher has:  continued to meet threshold standards; and  grown professionally by developing their teaching expertise post threshold.’ As in previous years, this ensures that the review takes account not only of particular performance objectives, but also of the totality of your work, looking at all of the elements covered by the threshold standards. The levels of performance required do not become progressively more challenging towards the top of the scale. The decision about whether you progress to UPS2 orUPS3 will be based solely on whether the stated criterion is met; there will be no artificial 'quota' imposed for financial or other reasons. To assist headteachers in the interpretation of the criterion set out above, the review of your work will take into account evidence under the nationally agreed headings, as set out in the National Association of Head Teachers (NAHT) and Secondary Heads Association (SHA) “Guidance on Upper Pay Spine 2, May 2002”. An optional form for headteachers to use was developed locally to support progression from UPS1 to UPS2 and has been modified to cover all progression on the upper pay spine taking into account the nationally agreed clarification. To assist you, I believe that it is important that you have sight of this form. A copy is therefore attached. The criterion for movement to UPS2 or UPS3 is clearly outlined on the form and the headings under which evidence will be considered are described. To help you further, the information in the NAHT/SHA guidance has been placed in the relevant sections. As stated above, there is no requirement for you to submit information to support your review. However, you may choose to draw my attention to further information if you wish. For example, you may already hold information in a professional development record. There may be circumstances where additional information is particularly useful, for instance, if you have recently transferred school and I have not had access to the original areas for development identified during the threshold assessment. If you have changed school, it is my responsibility to undertake the salary review, although I may wish to contact your previous headteacher for supporting information. When I have completed the reviews I will make my recommendation to governors and subject to their decision progression to UPS2 or UPS3 will take effect as of 1st September 2004. The relevant pay adjustment will be back dated to this date if necessary. I hope that this process will be completed as quickly as possible. I would urge you to consult me in the first instance should there be any questions relevant to this process. Advice is also available from the Teacher Associations.

Yours sincerely

Headteacher Assessment Form for Progression on the Upper Pay Spine

Name of Teacher______DfES number ______

Name of School ______

The sole criterion for consideration for progression from UPS1 to UPS2 or from UPS2 to UPS3 is that “the achievement of the post threshold teacher and his/her contribution to the school, or to a school or schools in which the teacher previously worked, have been substantial and sustained” (STPCD). It is important to note that substantial and sustained progress/ achievement will be judged against all eight threshold standards achieved and the subsequent areas for professional development identified during the threshold assessment. Alongside this, any further developments highlighted from performance review will also be taken into account, along with any targets/objectives set from these reviews.

To assist in deciding whether the teacher's contribution has been substantial and sustained, his or her work will be reviewed taking into account evidence under the following headings:

Has the teacher had two successful consecutive performance management reviews, other than under the exceptional circumstances as set out in STPCD? Yes/ No Has the teacher achieved or made good progress towards achieving the objectives agreed or set under the Appraisal Regulations for the relevant period? Yes / No / Not applicable (if no or not applicable please specify why) “Many teachers have, quite properly, agreed targets which are aspirational in nature. It would not be fair or realistic to expect them to have achieved those targets and it is important that good progress is recognised in these circumstances.” (SHA/NAHT Joint Guidance).

Have classroom observations shown satisfactory or better teaching? Yes / No / Not applicable (if no or not applicable please specify why)

Is there other evidence of substantial and sustained contribution? Yes / No / Not applicable (if no or not applicable please specify why) Has the teacher maintained the threshold standards in a fully satisfactory manner? Yes / No / Not applicable (if no or not applicable please specify why) “The maintenance of threshold standards should include evidence of the teacher’s wider contribution to the school. The significance of the wider professional effectiveness standard is that it provides the basis for assessing the totality of the teacher’s work and contribution to the school, since it covers “active contribution to the policies and aspirations of the school." (SHA/NAHT Joint Guidance)

Has the teacher grown professionally by developing his/her teaching expertise post threshold (particularly by addressing any areas for further development indicated either at threshold or at performance review)? This does not imply that the levels of performance expected are progressively more challenging. Yes / No / Not applicable (if no or not applicable please specify why) “The headteacher will be aware of areas for further development raised at threshold; the team leader will know of those areas highlighted at the performance review. Effective performance management requires that these areas be addressed.” (SHA/NAHT Joint Guidance).

Headteacher’s comment This section allows the head to encapsulate the points listed in the previous sections.

I have undertaken a performance review for teachers on the upper pay spine in accordance with section 17 of the current Teachers’ Pay and Conditions Document (STP&CD). From the evidence I have concluded that the teacher named on the previous page will / will not (please delete) be recommended to make the transition to the Upper Pay Spine 2 / 3 (please delete).

Headteacher:

Name: ______Date ______

Signed ______

If the headteacher's recommendation is that the teacher should not make the transition to UPS2 or 3, a copy of this completed form should be returned to the teacher at the earliest opportunity.