TEACHERS PERFORMANCE MANAGEMENT AND CAPABILITY POLICY

Transcription

1 TEACHERS PERFORMANCE MANAGEMENT AND CAPABILITY POLICY Introduction This policy is in accordance with the appraisal arrangements set out in the Education (School Teachers Appraisal) (England) Regulations 2012 (the Appraisal Regulations). The Appraisal Regulations set out the principles that apply to teachers in all maintained schools and unattached teachers employed by a local authority, in each case where they are employed for one term or more. They provide the minimum national framework within which schools should operate. Schools and local authorities must stay within the legal framework set out in the Appraisal Regulations and in other relevant legislation that affects all employers (for example legislation on equality, employment protection and data protection). Schools and local authorities must have an appraisal policy for teachers and a policy, covering all staff, which deals with lack of capability. This policy applies only to teachers, including Headteacher. It has been written in line with the governmental recommendations and the context of schools, but the same principles apply to unattached teachers. Aims This policy sets out the framework for a clear and consistent assessment of the overall performance of teachers, including the Headteacher, and for supporting their development within the context of the school s plan for improving educational provision and performance, and the standards expected of teachers. It also sets out the arrangements that will apply when teachers fall below the levels of competence that are expected of them. Application of the Policy The policy is in three separate sections: Part A of the policy, which covers appraisal, applies to the Headteacher and to all teachers employed by the school or local authority, except those on contracts of less than one term, those undergoing induction (i.e. NQTs) and those who are subject to Part B of the policy. Part B of the policy, which sets out the formal capability procedure, applies only to teachers (including the Headteacher) about whose performance there are serious concerns that the appraisal process has been unable to address. It reflects the ACAS Code of Practice on disciplinary and grievance procedures. Approved Autumn 2014; last ratified May 2017 Page 1 of 28

2 Part C of the policy outlines Manor Green's Career Stage expectations including the selfaudit document for teachers to complete. Part A - Appraisal Appraisal in this school will be a supportive and developmental process designed to ensure that all teachers have the skills and support they need to carry out their role effectively. It will help to ensure that teachers are able to continue to improve their professional practice and to develop as teachers. The appraisal period The appraisal period will run for twelve months from 1 st September to 31 st August. Teachers who are employed on a fixed term contract of less than one year will have their performance managed in accordance with the principles underpinning this policy. The length of the period will be determined by the duration of their contract. Appointing appraisers The Headteacher will be appraised by the Governing Body, supported by a suitably skilled and/or experienced external adviser who has been appointed by the Governing Body for that purpose. In this school the task of appraising the Headteacher, including the setting of objectives, will be delegated to a Headteacher s Performance Management Panel, consisting of Chair of the Governing Body, and two Governors. The Panel is supported by an external adviser. The Headteacher will appraise the Deputy Headteachers. The Deputy Headteachers will appraise the Assistant Headteacher and Cluster Leaders. Cluster Leaders will appraise Upper Pay Scale Teachers, Teachers, Unqualified Teachers and Trainee Teachers in their Cluster. The Headteacher can decide to assign a different or additional person to lead the appraisal for any teacher. Setting objectives The Headteacher s objectives will be set by the Governing Body after consultation with the external adviser. Objectives for each teacher will be set before, or as soon as practicable after, the start of each appraisal period. The objectives set for each teacher, will be Specific, Measurable, Achievable, Realistic and Time-bound (SMART) and will be appropriate to the teacher s role and level of experience. The appraiser and teacher will seek to agree the objectives but, if that is not possible, the appraiser will determine the objectives. Objectives may be revised if circumstances change. The objectives set for each teacher will, if achieved, contribute to the school s plans for improving the school s educational provision and performance and improving the education of pupils at that school. This will be achieved by quality assuring all objectives against the School Development Plan. Approved Autumn 2014; last ratified May 2017 Page 2 of 28

3 Before, or as soon as practicable after, the start of each appraisal period, each teacher will be informed of the standards against which that teacher s performance in that appraisal period will be assessed. Each teacher will be required to undertake a self-audit against the Career Stage Expectations. Reviewing performance Observation This school believes that observation of classroom practice and other responsibilities is important both as a way of assessing teachers performance in order to identify any particular strengths and areas for development they may have, and of gaining useful information which can inform school improvement more generally. At, school teachers performance will be regularly observed but the amount and type of classroom observation will depend on the individual circumstances of the teacher and the overall needs of the school. Classroom observation will be carried out by those with Qualified Teacher Status (QTS). All observations will be carried out in a supportive fashion and based on the teaching over time record. The teaching over time judgement will be made on the basis of observations, data, evidence of pupil progress and through work scrutiny. Outstanding teachers will have 3 formal observations a year. Good teachers will have 3 formal observations a year and additional informal support for development points as required and agreed with their line manager. Teachers whose teaching over time requires improvement will be given a performance improvement plan in agreement with their line manager. Teachers whose teaching over time is inadequate will transition to the capability process. Formal observations will, in most cases last up to 30 minutes each. Verbal feedback will always follow, with written report being issued within 7 calendar days. In addition to the formal observation, the Headteacher or other school leaders with responsibility for teaching standards may use their Learning Walks to conduct drop in observations in order to evaluate the standards of teaching and to check that high standards of professional performance are established and maintained. The length and frequency of drop in observations will vary depending on specific circumstances. Teachers (including Upper Pay Scale teachers), who have responsibilities outside the classroom should also expect to have their performance of those responsibilities observed and assessed. This may take on a form of observation of meetings, assemblies, enrichment activities or annual reviews of statements of special educational needs as well as scrutiny of evidence showing positive impact of their additional duties on the students outcomes. Development and support Appraisal is a supportive process which will be used to inform continuing professional development. The school wishes to encourage a culture in which all teachers embrace reflection as part of their daily practice and take responsibility for improving their teaching through appropriate professional development. Professional development will be linked to school improvement priorities and to the ongoing professional development needs and priorities of individual teachers. Professional development is understood in the broadest sense of reflective practice, reading, discussions, debates, observations and individual or Approved Autumn 2014; last ratified May 2017 Page 3 of 28

4 group studies and is not limited to merely formal training courses. Objective setting and reviews of performance against objectives are recorded in the SIMS appraisal module. Feedback Teachers will receive constructive feedback on their performance throughout the year and as soon as practicable after observation has taken place or other evidence has come to light. Feedback will highlight particular areas of strength as well as any areas that need attention. Where there are concerns about any aspects of the teacher s performance the appraiser will meet the teacher formally to discuss the concerns. Action may be taken to formalise objectives either through performance management or in the form of a management instruction. Where performance over time is a concern a performance improvement plan will be put in place to: give clear feedback to the teacher about the nature and seriousness of the concerns; give the teacher the opportunity to comment and discuss the concerns; agree any support (e.g. coaching, mentoring, structured observations), that will be provided to help address those specific concerns; make clear how, and by when, the appraiser will review progress (it may be appropriate to revise objectives, and it will be necessary to allow sufficient time for improvement. The amount of time is determined by the SLT and should reflect the seriousness of the concerns); explain the implications and process if no or insufficient improvement is made. When progress is reviewed, if the appraiser is satisfied that the teacher has made, or is making, sufficient improvement, the appraisal process will continue as normal, with any remaining issues continuing to be addressed through that process. Teachers whose quality of teaching over time is Good or Outstanding, but whose attendance at work is below expected standards, will be expected to agree to, and follow, an Attendance Plan for a period of 12 months. During that time, monthly meetings with the designated Senior Leader and Head of HR will be held to support the teacher to improve their attendance and to monitor the impact of their absences on the school s overall effectiveness. Teachers who have an Attendance Plan will not be eligible for pay progression for that year of their professional practice or the duration of the Attendance Plan. If the Attendance Plan is completed successfully and teacher s attendance shows sustained improvement, the appraisal process will continue as normal, with any remaining issues continuing to be addressed through the ongoing Performance Management process. Transition to capability If the appraiser is not satisfied with progress, the teacher will be notified in writing that the appraisal system will no longer apply and that their performance will be managed under the capability procedure, and will be invited to a formal capability meeting. The capability procedures will be conducted as in part B of this policy. Annual assessment Each teacher's performance will be formally assessed in respect of each appraisal period. In assessing the performance of the Headteacher, the Governing Body must consult the external adviser. Approved Autumn 2014; last ratified May 2017 Page 4 of 28

5 This assessment is the end point to the annual appraisal process, but performance and development priorities will be reviewed and addressed on a regular basis throughout the year in interim meetings which will take place after each formal observation. The teacher will receive as soon as practicable following the end of each appraisal period and have the opportunity to comment in on - an appraisal report recorded in the SIMS appraisal module. In this school, teachers will have access to their written appraisal reports in SIMS by 30 th November at the latest. The appraisal report will include: reflection on the Career Stage Expectations and self-audit against these; details of the teacher s objectives for the appraisal period in question; an assessment of the teacher s performance of their role and responsibilities against their objectives and the relevant standards; an assessment of the teaching over time record and work scrutiny; an assessment of the teacher s training and development needs and identification of any action that should be taken to address them; a recommendation on changes to the pay, where that is relevant (pay recommendations to the Governing Body need to be made by 31 st October for all teachers, including Headteacher); an assessment of performance and of training and development needs to inform the planning process for the following appraisal period. Pay Progression Pay progression recommendations are made by line managers for good or outstanding performance to the Headteacher. Considerations include teaching over time record, observations and self-audit against the Career Stage Expectations. The Headteacher makes pay recommendations to the Governing Body for ratification. Part B Capability Procedure This procedure applies only to teachers or Headteacher whose performance is causing serious concerns which the appraisal process has been unable to address. At least five working days notice will be given of the formal capability meeting. The notification will contain sufficient information about the concerns about performance and their possible consequences to enable the teacher to prepare to answer the case at a formal capability meeting. It will also contain copies of any written evidence; the details of the time and place of the meeting; and will advise the teacher of their right to be accompanied by a companion who may be a work colleague, a trade union official, or a trade union representative who has been certified by their union as being competent. Formal capability meeting This meeting is intended to establish the facts. It will be conducted by the Chair of Governors (for Headteacher capability meetings) or Headteacher (for all other teachers). Approved Autumn 2014; last ratified May 2017 Page 5 of 28

6 The meeting allows the teacher, accompanied by a companion if they wish, to respond to concerns about their performance and to make any relevant representations. This may provide new information or a different context to the information/evidence already collected. The person conducting the meeting may conclude that there are insufficient grounds for pursuing the capability issue and that it would be more appropriate to continue to address the remaining concerns through the appraisal process. In such cases, the capability procedure will come to an end. The person conducting the meeting may also adjourn the meeting for example if they decide that further investigation is needed, or that more time is needed in which to consider any additional information. In other cases, the meeting will continue. During the meeting, or any other meeting which could lead to a formal warning being issued, the person conducting the meeting will: identify the professional shortcomings, for example which of the standards expected of teachers are not being met; give clear guidance on the improved standard of performance needed to ensure that the teacher can be removed from formal capability procedures (this may include the setting of new objectives focused on the specific weaknesses that need to be addressed, any success criteria that might be appropriate and the evidence that will be used to assess whether or not the necessary improvement has been made); explain any support that will be available to help the teacher improve their performance; set out the timetable for improvement and explain how performance will be monitored and reviewed. The timetable will depend on the circumstances of the individual case but in straightforward cases could be 1 term (based on 6 terms a year); warn the teacher formally that failure to improve within the set period could lead to dismissal. In very serious cases, this warning could be a final written warning Notes will be taken of formal meetings and a copy sent to the member of staff. Where a warning is issued, the teacher will be informed in writing of the matters covered in the bullet points above and given information about the timing and handling of the review stage and the procedure and time limits for appealing against the warning. Monitoring and review period following a formal capability meeting A performance monitoring and review period will follow the formal capability meeting. Formal monitoring, evaluation, guidance and support will continue during this period. The member of staff will be invited to a formal review meeting, unless they were issued with a final written warning, in which case they will be invited to a decision meeting (see below). Formal review meeting As with formal capability meetings, at least five working days notice will be given and the notification will give details of the time and place of the meeting and will advise the teacher of their right to be accompanied by a companion who may be a colleague, a trade union official, or a trade union representative who has been certified by their union as being competent. If the person conducting the meeting is satisfied that the teacher has made sufficient improvement, the capability procedure will cease and the appraisal process will re-start. In other cases: Approved Autumn 2014; last ratified May 2017 Page 6 of 28

7 If some progress has been made and there is confidence that more is likely, it may be appropriate to extend the monitoring and review period; If no, or insufficient improvement has been made during the monitoring and review period, the teacher will receive a final written warning. As before, notes will be taken of formal meetings and a copy sent to the member of staff. The final written warning will mirror any previous warnings that have been issued. Where a final warning is issued, the member of staff will be informed in writing that failure to achieve an acceptable standard of performance (within the set timescale), may result in dismissal and given information about the handling of the further monitoring and review period and the procedure and time limits for appealing against the final warning. The teacher will be invited to a decision meeting. Decision meeting As with formal capability meetings and formal review meetings, at least five working days notice will be given and the notification will give details of the time and place of the meeting and will advise the teacher of their right to be accompanied by a companion who may be a colleague, a trade union official, or a trade union representative who has been certified by their union as being competent. If an acceptable standard of performance has been achieved during the further monitoring and review period, the capability procedure will end and the appraisal process will re-start. If performance remains unsatisfactory, a decision, or recommendation to the Governing Body, will be made that the teacher should be dismissed or required to cease working at the school. is a Local Authority Maintained Community Special School, with the power to dismiss delegated to the Headteacher, or, in case of Headteacher s dismissal, to the Governing Body and Strategic Director of Children s Services at RBWM. In both cases, it is the local authority (as the employer) that actually dismisses staff (or for those who work in more than one school requires them to cease to work at the school). Before the decision to dismiss is made, the school will discuss the matter with the local authority. The teacher will be informed as soon as possible of the reasons for the dismissal, the date on which the employment contract will end, the appropriate period of notice and their right of appeal. Decision to dismiss Decision regarding teachers dismissal: The power to decide that members of staff should no longer work at this school rests with the Governing Body who, in turn delegate it to the Headteacher. Decision regarding Headteacher s dismissal: The power to decide that the Headteacher should no longer work at this school rests with the Governing Body and Strategic Director of Children s Services at RBWM. Approved Autumn 2014; last ratified May 2017 Page 7 of 28

8 Dismissal Teachers dismissal: Once the Headteacher has decided that the teacher should no longer work at the school, the Headteacher or Head of HR will notify the Local Authority of the decision and the reasons for it. Where teachers work solely at this school, the Local Authority must dismiss them within fourteen days of the date of the notification. Where they work in more than one school, the local authority must require them to cease to work at this school. Headteacher s dismissal: Once the Governing Body and Strategic Director of Children s Services at RBWM have decided that the Headteacher should no longer work at the school, they will notify the Headteacher of their decision, together with the reasons for it. Where Headteacher works solely at this school, the Local Authority must dismiss them within fourteen days of the date of the notification. Where they work in more than one school, the local authority must require them to cease to work at this school. Appeal If a teacher/headteacher feels that a decision to dismiss them, or other action taken against them, is wrong or unjust, they may appeal in writing against the decision within ten days of the decision, setting out at the same time the grounds for appeal. Appeals will be heard without unreasonable delay and in accordance with the school s Appeals Procedure. Approved Autumn 2014; last ratified May 2017 Page 8 of 28

9 Part C Career Stage Expectations This document is to be used alongside the Teachers' Standards 2012 (published by the DfE) to explain in more detail what the term 'reasonable' means for different levels on the Teachers' pay scale. National Standards Preamble Teachers make the education of their students their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong knowledge; keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their students. Purpose of career expectations At we believe the Headteacher and other appraisers will assess qualified teachers against the Teacher Standards to a level that is consistent with what should be reasonably expected of a teacher in the relevant role and at the relevant stage of their career - whether an NQT, mid-career teacher, or one who is more experienced. The purpose of this document is to make clear to all involved in the process of appraisal, what reasonable expectations look like and the success criteria that would be applied. Progression along pay scale The prime duty of the Governing Bodies in England, as set out in paragraph 21 (2) of the Education Act 2002, is to "conduct the school with a view to promoting high standards of educational achievement at the school. The Pay Policy is intended to support that statutory duty. Please refer to the Pay Policy for more detail. Within the Pay Policy (updated 2016) it is stated that at, the Governing Body: is committed to making pay decisions in accordance with the key principles of public life : objectivity, openness and accountability recognises the requirement for a fair and transparent policy to determine the pay and grading for staff employed in the school, which takes account of the conditions of service under which staff are employed and relevant statutory requirements and with reference to the national School Teacher s Pay and Conditions Document (STPCD) and any professional standards Approved Autumn 2014; last ratified May 2017 Page 9 of 28

10 recognises its responsibilities under relevant legislation, including the Equality Act 2010, the Employment Rights Act 1996, the Employment Relations Act 1999, the Part-time Workers (Prevention of Less Favourable Treatment) Regulations 2000 and the Fixed- Term Employees (Prevention of Less Favourable Treatment) Regulations 2002, and will ensure that all pay related decisions are taken equitably and fairly in compliance with statutory requirements will ensure that pay decisions take account of the resources available to the school will exercise its discretionary powers using fair, transparent and objective criteria in order to secure a consistent approach in school pay decision. recognises the requirement that all pay progression decisions for all staff must be linked to annual appraisal of performance. The procedures set out in the Pay Policy seek to ensure that this is achieved in a fair equitable and transparent way. According to the national School Teachers Pay and Conditions Document 2015, teachers have the right to apply for UPS once a year: Qualified teachers may apply to be paid on the upper pay range at least once a year in line with their school s pay policy. Relevant bodies shall assess any such application received and make a determination, in line with their pay policy, on whether the teacher meets the criteria in paragraph Where a teacher is subject to the 2011 Regulations or the 2012 Regulations, the relevant body shall have regard to the assessments and recommendations in the teacher s appraisal reports under those regulations. An application from a qualified teacher will be successful where the relevant body is satisfied: a) that the teacher is highly competent in all elements of the relevant standards; and b) that the teacher s achievements and contribution to an educational setting or settings are substantial and sustained. The pay policy shall set out the process for assessing applications and make clear how the relevant body will interpret the criteria in paragraph Any decision made under this section applies only to employment in that same school. Discretionary payments The Governing Body may, on the advice of the Headteacher, consider the award of a recruitment and retention payment where there is clearly demonstrated evidence that such a payment is: required to attract suitable candidates for a post which it has been, or it is considered, difficult to fill; or required to retain the skills and expertise of a candidate, particularly in a specialist area, or where it is considered that the subsequent vacancy would be difficult to fill; or to recognise a staff member s performance which exceeds the school s expectations. Approved Autumn 2014; last ratified May 2017 Page 10 of 28

11 The value of any recruitment or retention payment will be determined according to the circumstances of each case, but will take into account salary relativities across the school structure, shortage of suitable applicants within the job market and known staffing changes in the future and would normally be within the range 500-4,000. (For example, a negotiable welcome payment may be advertised to attract suitable candidates). Recruitment payments (e.g. a welcome payment ) may be one-off payments payable on commencement of employment. The duration of other payments will be determined according to the circumstances of the payment. Initially, this may be for a period of one term (based on six terms a year) but will be subject to review, which may extend the period if appropriate. The Governing Body may, on the advice of the Headteacher, consider the payment of relocation expenses of up to the 8,000 tax free threshold and in accordance with HMRC guidelines for reimbursement of relocation expenses. Relocation expenses may be considered to attract candidates from outside of the local catchment area. Any such payments will be negotiated by the applicant/employee and confirmed in writing by Head of HR/Headteacher.. Approved Autumn 2014; last ratified May 2017 Page 11 of 28

12 Teacher Self Audit to be completed prior to performance management review Please highlight where you meet expectations. This is a summary sheet. Full Career stage Expectations are available in the schools Pay and Conditions Policy Band 1 Emerging Teacher Band 2 Accomplished Teacher Band 3 Expert Teacher Main Pay Scale 1 (Fringe) Main Pay Scale 3 (Fringe) Main Pay Scale 4 (Fringe) Main pay Scale 6 (Fringe) Upper Pay Scale 1 (Fringe) Upper Pay Scale 3 (Fringe) 1. To set high expectations which inspire, motivate and challenge students with support positive learning environment, goals that stretch positive attitudes, vision, values In your class promotes independence 2. Promote good progress and outcomes by students With support. most students meet expectations progress monitored In your Class Moderate and discuss progress with colleagues Confident use of AFL Previous data is used 3. Demonstrate good subject knowledge With support, In your class awareness of teaching skills Confident knowledge of Point 1 and subject developments expectations Awareness of phonics and evidence of taking own learning mathematical development forward. In your class and others: good practice is shared support of colleagues In your class and others: Some exceed expectations Model assessment share practice with colleagues Encourage school ethos 4. Plan and teach well structured lessons With support, Teaching emerging as good Clear evidence of next steps Awareness of learning process Follow whole school systems In your class Most lessons good. seeks advice able to articulate improvement plan engaging lessons 5. Adapt teaching to respond to the strengths and needs of all students With support, In Class Clear differentiation Identify progress concerns Write ACE Plans Recommend TLS intervention Take part in review meetings Liase with outside agencies Contribute to Annual Review and parents Maintain and update records. Lead review meetings 6. Make accurate and productive use of Assessment With Support use school assessments ensure feedback from SSAs Set targets In your class and others: Share understanding and good practice with colleagues. promote high standards of literacy and numeracy In your class and others: some outstanding practice. Supports other teachers In your class and others: Support effective ACE Plans Support Band 1 teachers In Class Compares student attainment. Identifies underperforming students. Use differentiated questioning In your class and others: Embedded use of assessment Wide range of AfL strategies Ensure Band 1 staff using assessment procedures and immediate feedback 7. Manage behaviour effectively to ensure a good and safe learning environment With Support In Class In your class and others: implement behaviour policy write and implement BPs Support Band 1 colleagues. In Cluster: demonstrate high standards In Cluster: Many exceed expectations Support AFL across the cluster Use of national development and research in teaching In Cluster: Able to maintain students interest. support / advise colleagues firm understanding of subjects In Cluster: clear evidence of outstanding support other teachers lead cluster planning In Cluster Models range of approaches Monitors planning of Band 1 teachers Effective use of behaviour and family support, In Cluster adapting assessment to meet students needs. Knows different groups performance advise colleagues on systems. In Cluster Have an overview of issues Approved Autumn 2014; last ratified May 2017 Page 12 of 28 Across the School: ensuring environments are safe and stimulating. Participate in learning walks Across the School Significant number exceed Mentor band 1 and 2 Colleagues Across the School responsible for monitoring support to teachers, if needed. Take staff meetings and deliver INSET. Across the School typically outstanding. sharing best practice contributes to peer observation. Across the School Leads implementation of new strategies Awareness of school policy supporting OLT in ensuring all students needs are met Across the School Evaluate assessment practice. Awareness of attainment across the school. Contribute to school SEF lead role in moderation Across the School Learning walks Whole School: Address concerns Monitor goals set proactive in giving feedback Whole School: significant numbers exceed Review work of colleagues Proactive in triangulation Deliver appropriate staff inset Whole school Address needs. proactive in improving provision Lead INSET sessions Whole School typically outstanding. able to evidence positive regular peer observation. Whole School evaluate impact of new strategies. Model new techniques and resources Supporting in revising policies Whole School Contribute to school policy. Lead assessment INSET. analyse data for progress with national expectations. moderation across the school. Whole School set rules and routines.

13 Contribute to BPs track behaviour Act on advice when necessary consult / inform parents. use specific behaviour techniques for certain students 8. Fulfil wider professional responsibilities With Support In Class Communicate with parents Work as part of a Cluster class assemblies; Plan and direct work of support support with class trips; staff on a daily basis. know and understand vision Team work and values; SDP and SEF. track behaviour and communication with parents. Provide support In your class and others Model vision and values support and mentor colleagues, assemblies, lead trips for department. develop action plans Take shared responsibility. Evaluate strategies role model and mentor In Cluster lead meetings evaluate needs within cluster help deploy staff Lead team through changes Be responsible for consistency Contribute to policy reviews. Monitor and evaluate strategies Model new approaches. Across the School Evaluate assemblies, trips, etc Be proactive in promoting CPD. Strong class team leadership Paired observations with OLT Suggest improvements evaluate behaviour policy Contribute to SEF challenge other staff make next steps suggestions Whole School Lead on CPD. Ensure SDP priorities Strives to improve leadership Demonstrate positive impact Challenge staff expectations. Full career stage expectations 1. To set high expectations which inspire, motivate and challenge students Band 1 Emerging Teacher Band 2 Accomplished Teacher Band 3 Expert Teacher Main Pay Scale 1 (Fringe) Main Pay Scale 3 (Fringe) Main Pay Scale 4 (Fringe) Main pay Scale 6 (Fringe) Upper Pay Scale 1 (Fringe) Upper Pay Scale 3 (Fringe) 1.1 Establish a safe and stimulating environment for students, rooted in mutual respect With appropriate additional support be able to set up and maintain a conducive learning environment which promotes independence and enjoyment of learning. Independently set up and maintain a conducive learning environment which promotes independence and enjoyment of learning. Ensure that all communal areas are conducive to learning. Ensure that all colleagues are supported and able to establish conducive environments. Consistently demonstrate high standards in the environment. Take responsibility for monitoring and ensuring environments are safe and stimulating. Participate in learning walks within the school so that environments are of a consistently high standard. If necessary, address concerns about the learning environment with staff. Suggest clear next steps forward and report back to SLT/OLT. 1.2 Set goals that stretch and challenge students of all backgrounds, abilities and dispositions With appropriate additional support, set goals that stretch and challenge own students. Set goals that stretch and challenge own students. Ensure good practice is shared and support colleagues in setting goals. Ensure that all students across the department are set goals appropriate to need and which appropriately challenge and stretch students. Oversee target setting with OLT and monitor goals. Ensure that monitoring information is shared across school and used. Monitor effectiveness of goals set against progress of students. Be proactive in giving feedback to SLT and putting in next steps as appropriate for students/staff across school. 1.3 Demonstrate consistently the positive attitudes, values and behaviour which are expected of students. Approved Autumn 2014; last ratified May 2017 Page 13 of 28

14 With appropriate additional support, demonstrate the consistency of positive attitudes, vision, values and behaviour which are expected of students in the class. Demonstrate the consistency of positive attitudes, vision, values and behaviour which are expected of students in the class. Demonstrate the consistency of positive attitudes, values and behaviour which are expected of students and staff across the department. Challenge students and staff in the department if the vision and values are not being maintained. Take responsibility for monitoring that all staff and all students follow the ethos, vision and values of the school. Behave in a manner that helps to set the ethos of the whole school and ensure it is maintained by all staff and students. Be prepared to discuss issues with staff and students across the school where the vision and values are not being observed. 2. Promote good progress and outcomes by students Band 1 Emerging Teacher Band 2 Accomplished Teacher Band 3 Expert Teacher Main Pay Scale 1 (Fringe) Main Pay Scale 3 (Fringe) Main Pay Scale 4 (Fringe) Main pay Scale 6 (Fringe) Upper Pay Scale 1 (Fringe) Upper Pay Scale 3 (Fringe) 2.1 Overall expectations for progress and outcomes With appropriate additional support, most students achieve in line with progress expectations. Most students achieve in line with progress expectations. Almost all students achieve in line with progress expectations and some exceed. Almost all students achieve in line with progress expectations and many exceed them. All students achieve in line with progress expectations and a significant number exceed them. All students achieve in line with progress expectations and a significant numbers of students exceed them. Support is given to other colleagues to ensure that all students are making the most progress possible. 2.2 Be accountable for students attainment, progress and outcomes With appropriate additional support monitor the progress and attainment of all students they teach and use information to plan for learning. Monitor the progress and attainment of all students they teach and use information to plan for learning. Discuss progress and attainment with colleagues and support moderation of judgements. Model accurate assessment and moderation judgements for colleagues and support Band 1 colleagues in assessment and moderation practices. Consistently monitor and evaluate progress and attainment of all students they teach and help oversee that all teachers in the department moderate and assess accurately Lead the use of moderation and assessment information to adapt departmental planning and teaching. Take responsibility for ensuring colleagues have knowledge and skills to effectively moderate and assess. Share good practice of moderation and assessment across the school. Be proactive in alerting OLT to students not making expected progress. Review the work of other colleagues in the school and look at their monitoring and planning to ensure progression is logged and action plans are in place to support students who are not making expected progress. 2.3 Be aware of students capabilities and their prior knowledge and plan teaching to build on these Approved Autumn 2014; last ratified May 2017 Page 14 of 28

15 With appropriate additional support, understand own students prior learning and make use of assessment data from previous year. May need guidance on next steps for learning from colleagues. Understand own students prior learning and make use of assessment data from previous year. Understand what students need next in learning, including aspirational targets. Support Band 1 colleagues in making use of, and understanding, assessment of prior learning. Consistently demonstrate understanding of prior knowledge and be able to support colleagues in department to plan for learning based on prior experience. Support teams and monitor use and understanding of prior learning in planning and teaching. Moderate planning to ensure that targeted groups are being identified and supported appropriately. Ensure all staff are able to effectively use prior learning in their planning and teaching. Be proactive in triangulating between assessments, work sampling and planning to ensure there is consistency across the school. 2.4 Guide students to reflect on the progress they have made and their emerging needs With appropriate additional support, ensure that they have a basic/entry level understanding of, and be able to use, AfL strategies with own class to enable students to know the progress they have made and any emerging needs. Have a confident understanding of, and be able to use, AfL strategies with own class to enable students to know the progress they have made and any emerging needs. Supporting colleagues within department in developing AfL strategies and recording progress / needs of students. Consistently demonstrate good AfL practice with colleagues within the department. Consistent reflection of AfL embedded in planning. Consistently demonstrate good AfL practice with colleagues across the school. Consistently encourage reflection of AfL being embedded in planning and mentor colleagues in band 1 and 2 to accomplish this.. Work with OLT to monitor use of AfL across the school and draw conclusions, e.g. trends of needs. Be prepared to give staff training across the school to demonstrate effective AfL strategies. 2.5 Demonstrate knowledge and understanding of how students learn and how this impacts on teaching With support, have basic (QTS-PGCE, etc.) understanding of how all students learn and how to adapt teaching to need. Have a confident understanding of how to adapt teaching to need and model being a reflective practitioner. Develop a more advanced understanding of pedagogy and share knowledge and skills with colleagues in the department. Have a wide range of pedagogic skills and strategies and share good practice. Support colleagues in the department and make good use of national development/research to adapt teaching. Extensively contribute to peer observation. Ensure colleagues across school have resources / support to develop teaching skills. Have knowledge of CPD needs across the school and ensure these are met. Be able to demonstrate own skills, team teach, etc. Deliver appropriate INSET to all staff so that best practice is shared and new developments explored. Extensively contribute to peer observation. 2.6 Encourage students to take a responsible and conscientious attitude to their own work and study With support, establish rules in the classroom where students are encouraged to take responsibility and be conscientious towards their own learning. May need support on following the behaviour policy and developing individual Independently ensure that rules and rewards are consistent with the behaviour policy and within the department. Encourage ethos around school by rewarding positive behaviours through house points. Take note of students beyond your class. Monitor and consider development of ethos within the department and support colleagues with any behavioural needs. behaviour. Approved Autumn 2014; last ratified May 2017 Page 15 of 28 Lead departmental assemblies to remind students of their roles and responsibilities. Ensure that, when appropriate, students who have been given behaviour plans receive correct support around the whole school. Conduct learning walks across school to ensure consistency of practice. Challenge staff who are not meeting expectations. Monitor and evaluate the effectiveness of behaviour plans across the school and contribute to making adjustments accordingly.

16 3 Demonstrate good subject and curriculum knowledge Band 1 Emerging Teacher Band 2 Accomplished Teacher Band 3 Expert Teacher Main Pay Scale 1 (Fringe) Main Pay Scale 3 (Fringe) Main Pay Scale 4 (Fringe) Main pay Scale 6 (Fringe) Upper Pay Scale 1 (Fringe) Upper Pay Scale 3 (Fringe) 3.1 Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain students interest in the subject(s) and address misunderstandings With support, show increasingly sound knowledge of the relevant subjects and curriculum areas within the year groups taught. Begin to be aware of the different techniques/skills needed to foster and maintain students interest. Confident knowledge of Point 1 expectations and be able to evidence that you are proactively taking own learning forward. Demonstrate a secure knowledge of the curriculum areas across the department. Be able to use and develop techniques/skills to foster and maintain students interest. Share good practice with colleagues. Through a variety of different skills / techniques, demonstrate ability to consistently maintain students interest. Be able to support / advise colleagues within the department. Take responsibility for monitoring and ensuring this is achieved across the school. Give further support to teachers, if needed. Consider the need for INSET, if required, and inform SLT/OLT. Take staff meetings to deliver INSET. Address the needs of the whole school to ensure improvements are made and expectations are met. Be proactive across the whole school to improve provision and outcomes. Lead INSET sessions on appropriate areas for development. 3.2 Demonstrate a critical understanding of developments in the subject and curriculum areas and promote the value of scholarship Have a basic awareness of the developments in the subjects and curriculum areas. Confident awareness of developments in subjects and curriculum areas. Develop a more critical understanding of developments in the subject and curriculum areas and be able to share your understanding with colleagues. Demonstrate a critical understanding of subjects across the department. Demonstrate understanding to support colleagues. Monitor understanding of the curriculum areas across the school. Identify needs, if necessary, and address in order to improve provision. Be accountable and play a proactive role in ensuring improvements are made across the whole school. 3.3 Demonstrate 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 Demonstrate and promote high standards of literacy, articulacy and the correct use of standard English within the classroom. Demonstrate and promote high standards of literacy, articulacy and the correct use of standard English across the key stage. Consistently demonstrate and promote these high standards throughout the department. Provide a good role model to students and teachers. Consistently demonstrate and promote these high standards, monitor these expectations across the department. Approved Autumn 2014; last ratified May 2017 Page 16 of 28 Monitor, observe and evaluate the standard of teaching in English across the school. Identify needs of staff to make further improvements. Be proactive in leading the professional development of staff across the school. Remain up to Be accountable for the standard of teaching in phonics across the whole school where appropriate. Have a clear vision for the whole school in this area and ability to lead others in achieving whole school goals. Lead professional

17 date on any new initiatives / developments. development of colleagues across the school. 3.4 If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics Have an understanding of synthetic phonics and know how it is taught within our school. Be familiar with resources available to support the teaching of phonics in the year group. Confident understanding of phonics and able to identify students next steps for learning. Demonstrate a clear understanding of synthetic phonics. Use knowledge to effectively teach the different ability groups. Share knowledge and understanding with other colleagues. Consistently demonstrate a good understanding of synthetic phonics across the department. Teach consistently good lessons to ensure the progress of students of different abilities. Ensure that all colleagues are supported. Monitor, observe and evaluate the standard of teaching in phonics across the school. Identify needs of staff to make further improvements. Be proactive in leading the professional development of staff across the school. Remain up to date on any new developments. Be accountable for the standard of teaching phonics across the whole school in conjunction with specialists from TLS. Have a clear vision for the whole school in this area and ability to lead others in achieving whole school goals. Lead professional development of colleagues across the school. 3.5 If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies Have an understanding of students early mathematical development and how students learn. Be familiar with resources in school which support the teaching of mathematics. Confident understanding of mathematics and able to identify students next steps for learning. Demonstrate a clear understanding of students mathematical development. Use knowledge to effectively teach the different ability groups with class. Be able to share knowledge and understanding with other colleagues. Consistently demonstrate a good understanding of students mathematical development across the department. Teach consistently good lessons which ensure the progress of all students. Share good practice and ensure that all colleagues are supported. Monitor, observe and evaluate the standard of teaching in mathematics across the school. Identify the needs of staff to make further improvements. Be proactive in leading the professional development of staff across the school. Remain up to date on any new initiatives. Be accountable for the standard of teaching mathematics across the whole school in conjunction with specialists from TLS. Have a clear vision for the whole school in this area and ability to lead others in achieving whole school goal. Lead professional development of colleagues across the school. 4 Plan and teach well-structured lessons Band 1 Emerging Teacher Band 2 Accomplished Teacher Band 3 Expert Teacher Main Pay Scale 1 (Fringe) Main Pay Scale 3 (Fringe) Main Pay Scale 4 (Fringe) Main pay Scale 6 (Fringe) Upper Pay Scale 1 (Fringe) Upper Pay Scale 3 (Fringe) 4.1 Overall expectations for quality of teaching With appropriate support, the majority of lessons will be The vast majority of lessons are good or better. Actively All teaching will be at least good with some evidence of All teaching will be good with clear evidence of outstanding Approved Autumn 2014; last ratified May 2017 Page 17 of 28 The quality of teaching will be typically outstanding. The quality of teaching will be typically outstanding.