THRESHOLD POLICY - hamptonwick.richmond.sch.uk POLICY .pdf · Threshold Policy Page 1 of 8 ... existing threshold standards along with the teacher’s ability to ... that performance

THRESHOLD POLICY

This policy was adopted/updated: November 2012 This policy will be reviewed: As needed

Statutory policy? : No Source: School

Threshold Policy Page 1 of 8

HAMPTON WICK INFANT AND NURSERY SCHOOL THRESHOLD POLICY

When staff have completed an academic year on M6 pay scale, they are eligible to apply for threshold status UPS1 (Upper Pay Scale). As part of the process, the eligible teacher must complete a threshold application form which is based on 8 standards.

The relevant body must delegate to the head teacher, of the school where the teacher is currently employed, the receipt and the assessment of the application;

It is the responsibility of the teacher to identify appropriate evidence, from the relevant period, to support their application. Where this evidence relates to service in other schools, the head teachers of those schools should be invited to verify its accuracy and that it is representative of the teacher’s performance;

In assessing whether the teacher has met the 8 threshold standards, (see Section 2, Annex 1 of the School Teachers’ Pay and Conditions Document 2004) during the relevant period, the head teacher may also take into account other evidence of which he is aware, in order to ensure that the evidence base used is fully representative of the teacher’s work;

The Judgement and the completed form are returned to the teacher. Oral (and written) feedback will also be offered;

If the teacher has been judged to have ‘not yet met’ the threshold standards, he may appeal against that determination, using the mechanism established by the relevant body.

Successful applicants will be placed on UPS1 with effect from 1 September of the year either before or after their application. In order to determine the date for an individual teacher, we will refer to Annex C in the Performance Threshold Support Pack, which contains a table that can be used to determine when a successful applicant will be paid as a post-threshold teacher. The school has no discretion in this timing. Progression UPS 2 – 3 Progression on Upper Pay Scale is on a two year basis. Progression on UPS should be based on two successful consecutive reviews as part of performance management. As part of this you will have set at least five objectives and the team leader will have completed two observations of the teacher concerned. Performance management targets include:

Pupil progress

Professional practice

Supporting the ethos and priorities of the school


Criteria for progression from 2 to 3 remains, as before, “substantial and sustained contribution to the school”. This should be measured against the existing threshold standards along with the teacher’s ability to demonstrate professional growth. Threshold performance descriptors Examples (taken from draft criteria submitted to DfES). These descriptors are taken directly from the wording of the standard and national guidance and reflect the evidence that Cambridge Education has seen in the verification of threshold applications since 2000. No new elements have been introduced. The descriptors are applicable to all teachers at threshold level in all settings and are a non-exhaustive list. Pupil progress Can you demonstrate that you:

Understand the connections and progression on the subject and use this in your teaching to ensure that pupils make progress?

Develop pupils’ literacy, numeracy and information and communications technology skills as appropriate?

Provide positive and targeted support for pupils with particular needs?

Use assessment as part of your teaching to diagnose pupils’ needs setting realistic and challenging targets for improvement and for planning future teaching?

Professional practice Can you demonstrate that you:

Are knowledgeable in your specialist area?

Understand pupils’ perceptions and misconceptions from their questions and responses?

Understand the potential of ICT in your specialist area?

Prepare lessons with clear objectives to ensure successful learning for all pupil?

Set consistently high expectations for pupils in your class and homework?

Plan your teaching to ensure it builds on the current and previous achievements of pupils?

Understand and use the most effective teaching methods to achieve the teaching objectives in hand?

Display flair and creativity in engaging, enthusing and challenging groups of pupils?

Use questioning and explanation skilfully to secure maximum progress?

Maintain respect and discipline that is consistent and fair.


Improve your teaching through assessing the impact of your own practice?

Secure through your teaching, the consistent improvement of the children in your care. Including their enthusiasm, response to challenge and high standards of discipline and behaviour?

Provide an exceptional role model for pupils and staff through your personal and professional conduct?

Undertake professional development activities that make an impact on pupils’ progress?

Supporting the ethos and priorities of the school Can demonstrate that you:

Show a consistent track record of parental involvement and satisfaction?

Coach and train over teachers to help them become more effective?

Help other teachers to evaluate the impact of their teaching on raising pupils’ achievements?

Tackle an aspect of pupil under-performance that the school wants to address, including the narrowing of achievement gaps?

Manage efficiently and creatively the full range of resources available, including adults other that teachers.

Set clear expectations for maintaining appropriate learning behaviour

Maintain high levels of behaviour and discipline, dealing promptly and effectively with misbehaviour and bullying.

Create opportunities for pupils to learn from the wider environment, e.g. libraries, the internet, visits.

For UPS 2 – 3: Post-threshold performance descriptors These descriptors enable teachers to demonstrate that they have ‘grown professionally by developing their teaching expertise post-threshold’, as required by STPCD 2004. The descriptors are applicable to all post-threshold teachers in all settings. As a reminder, the Performance Threshold Standards are as follows: Knowledge and Understanding

Teachers should demonstrate that they have a thorough and up-to-date knowledge of the teaching of their subject and take account of wider curriculum developments which are relevant to their work.


Teaching and Assessment

Teachers should demonstrate that they consistently and effectively plan lessons and sequences of lessons to meet pupils’ individual learning needs.

Teachers should demonstrate that they consistently and effectively use a range of appropriate strategies for teaching and classroom management.

Teachers should demonstrate that they consistently and effectively use information about prior attainment to set well-grounded expectations for pupils and monitor progress to give clear and constructive feedback.

Pupil Progress

Teachers should demonstrate that, as a result of their teaching, their pupils achieve well relative to the pupils’ prior attainment, making progress as good as or better that similar pupils nationally. This should be shown in marks or grades in any relevant national tests or examinations, or school-based assessment for pupils where national tests and examinations are not taken.

Wider Professional Effectiveness

Teachers should demonstrate that they take responsibility for their professional development and use the outcomes to improve their teaching pupils’ learning

Teachers should demonstrate that they make an active contribution to the policies and aspirations of the school.

Professional Characteristics

Teachers should demonstrate that they are effective professionals who challenge and support all pupils to do their best through:

(a) inspiring trust and confidence (b) building team commitment, (c) engaging and motivating pupils, (d) analytical thinking, (e) positive action to improve the quality of pupils’ learning.

Teachers who are applying for progression on UPS must provide evidence. To achieve progression , the achievements of post-threshold teachers and their contribution to school(s) should have been substantial and sustained. To be fair and transparent, judgements must be properly rooted in evidence and there must have been a successful review of overall performance.


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 and school community. They take advantage of appropriate opportunities for professional development and use the outcomes effectively to improve pupils’ learning. Supplementary Criteria For UPS3 teachers, the head teacher would expect to see evidence that the teacher:

Is a role model for learning and teaching eg lead teacher, NQT mentor

Is making a distinctive contribution to raising standards within a wider context than his/her classroom eg curriculum development across a phase/school, research initiatives, school based initiatives, research, coaching

Makes a real and measurable contribution to the wider team eg positive attitude, staff development, leadership responsibilities

Takes advantage of CPD activities

Uses the outcomes of CPD effectively

Leads initiatives of a significant proportion

Makes an effective contribution to the school community

Actively supports the ethos and philosophy of the school Evidence

Lesson observation

Inset records – evidence of impact and progression

Assessment data to highlight pupil progress – different groups

Planning and assessment records

Performance management reviews/targets/evidence

Co-ordinator files

Extra curricular activities

Follows and supports school structure, requirements and procedures Pro-forma UPS 1 – 2, UPS 2 – 3 Staff progressing through threshold will be expected to keep a record of evidence and progress made towards all of the standards. Staff progressing from UPS 2 – 3 will, in addition, be expected to keep a record of evidence and progress made through supplementary criteria. Please see UPS 2-3 proforma.


Threshold Assessment – Successful and Unsuccessful Applications A successful performance review as prescribed by the performance management involves a process of

Performance objectives

Classroom observation

Other evidence To ensure that the achievement and contributions 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

(Please see previously stated information) Threshold Assessment The relevant body has legal responsibility for the threshold process. However, it is required to delegate the receipt and assessment of applications to the headteacher (or person with management responsibility in the case of unattached teachers). That person should handle all practical aspects of the process, including the giving of feedback to threshold applicants. The headteacher (or person with management responsibility in the case of unattached teachers) should promptly notify the relevant body of his decision on the application when it has been assessed. The relevant body, on receiving notification of a successful threshold application, is under a duty to move the teacher concerned to UPS1 in accordance with paragraph 19 of the document. For guidance and an explanatory table on payment dates, relevant bodies should refer to the Performance Threshold Standards Assessment 2004/05, Round 5 Support Pack for Schools (www.teachernet.gov.uk/performancethreshold). Applications, Evidence Period and Absence Threshold assessment is a voluntary process and entirely a matter of choice for individuals. Teachers are responsible for applying for threshold and they must apply to the head teacher of the school which they are employed to teach (or head of service if applicable). Teachers area responsible for summarising evidence – in the form of concrete examples from their day-to-day work – to show that they have worked at the threshold standards indicated over at least the last two and not more than three years immediately leading up to and ending at the date of their applications. The evidence of teaching should be taken from all educational settings where the applicant has taught children of school age (up to 19 years

http://www.teachernet.gov.uk/performancethreshold


of age). A year for the purposes of threshold evidence is defined in School Teachers’ Pay and Conditions document. Teachers who have not been teaching children up to 19 years of age in the two years immediately preceding applying and who are not covered by the specific absences defined in paragraph 1.8 of the Document, or where the relevant body does not exercise its discretion to recognise the absence, but who have worked for an aggregate period of at least two years in the five years preceding their application, should cite evidence form the most recent two to three year period (or an aggregate) ending at the point when they last taught children up to 19 years of age. They should not cite evidence more than five years old. The absences could be as a result of the teacher being absent on secondment, study leave, or because they took a career break for reasons other than those specifically covered by School Teachers’ Pay and Conditions Document (latest edition) and regardless of whether the break was in-service or not. Feedback All Teachers – returning the application form and oral feedback Heads should promptly notify teachers of the outcome of the assessment and in all cases no later than 20 working days of informing the relevant body of the decision. All teachers should have their original assessed application forms returned to then showing the comments of the head teacher. All teachers should also receive oral feedback from their head on each standard and the reasons for the outcome of their applications. They should receive advice on aspects of performance that would benefit from further development. Feedback should be sensitive, informative and developmental. Feedback should link effectively to the school’s performance management arrangements and should enable the teacher and his\her manager to identify clear priorities for future professional development. Unsuccessful Applicants – written feedback In the case of unsuccessful applicants, heads should give written feedback on the reasons for the outcome of the applications, standard by standard, including those where the standards have been met, within 20 working days of informing the relevant body of his decision. Heads should record details of any additional evidence they use in determining that the standard(s) are not yet met on the model application form. The model application form with a record of the concise reasons for which standard has/has not been met and why, should provide sufficient


written feedback, although the head may supplement these. In all cases the aim should be to give clear advice in oral feedback about how the teacher needs to develop in order to reach the standards. If in discussion with the key additional points made should be confirmed in writing. Appeals against not meeting the threshold standards The pay policy must also contain the procedures for determining any appeals against pay decisions. Appeals against pay decisions should be notified in writing within ten working days. Pay policies should make provision for appeal hearings, which should be conducted with reasonable notice and normally within 20 working days of receipt of a written appeal notification. Policies should make clear the right of a teacher to be accompanied in an appeal hearing ( perhaps by a colleague or union representative) if the teacher requests this ( see www.dti.gov.uk/er.rtba.htm). No one who has been involved in a prior decision should be involved in hearing an appeal. Appeal decisions should be given in writing. Where an appeal is rejected, the decision should also communicate to the teacher in writing the evidence considered and the reasons for the decision. Pay appeals decisions are final and binding on both parties and may not be reopened under grievance procedures. Grievance procedures should not be used for appeals against pay decisions. PROGRESSION ON THE UPPER PAY SCALE

UPS 2 to UPS 3 To progress to UPS 3 the postholder must be able to demonstrate the achievements and contribution to the school have been ‘substantial and sustained’. To ensure this Governors need evidence that the teacher has:

Continued to meet the threshold standards Grown professionally by developing her/his teaching expertise post

threshold Is a ‘model for teaching and learning’ Makes a distinctive contribution to raising standards Contributes to the wider team Takes advantage of CPD and Uses the outcomes of CPD effectively

If you would like to be considered for a movement to UPS 3 at this time the Governors ask that you think about these standards and complete the proforma to indicate how you believe you have continued to both meet and develop them, clearly citing the evidence that you have for this. If you do not wish to apply at the moment you will have the opportunity to do so again next year.

http://www.dti.gov.uk/er.rtba.htm

Has the teacher continued to meet the threshold standard in a fully satisfactory manner?

Illustrations / Explanation Evidence

Standard 1 Knowledge and Understanding:

Standard 2.1 Teaching and Assessment – Planning:


Standard 2.2 Teaching and Assessment – Classroom Management:

Standard 2.3 Teaching and Assessment – Monitoring:


Standard 3 Pupil Progress:

Standard 4.1 Wider Professional Effectiveness – Personal Development:

Standard 4.2 Wider Professional Effectiveness – School Development:

Standard 4.2 Professional Characteristics:

Has the teacher achieved or made good progress towards targets/objectives agreed or set under the perfomance management over the last two years?


How have you taken advantage of CPD and used outcomes of CPD effectively for the benefit of the school?


In what ways would you say you are a ‘model of teaching and learning’ in the school?


How do you make a distinctive contribution to raising standards in the school?


How do you contribute to the wider team in the school?


ANNEX A Agreed Memorandum Application of Upper Pay Scale Progression Criteria – Clarification 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 improve pupils’ learning. 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, judgements 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

The timing of implementing performance management arrangements in Wales means that for the 2004 cohort the requirement to have had two successful consecutive performance management reviews does not apply, providing that the teacher has made good progress towards meeting his/her objectives.

Documents

THRESHOLD POLICY - hamptonwick.richmond.sch.uk POLICY .pdf · Threshold Policy Page 1 of 8 ... existing threshold standards along with the teacher’s ability to ... that performance