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Performance Management - Teaching Staff

FAQS - Performance Related Pay for Teachers (July 2013)

FAQS - Performance Related Pay for Teachers (July 2013) in schools only

If you have queries on the FAQs please contact the Schools’ HR  Advisory Team on 01438 844873.

DfE Advice for Schools on Setting Performance Related Pay (April 2013)

Schools will, from 1 September 2013, be able to link teachers’ pay to performance allowing them to pay good teachers more. This follows recommendations from the independent School Teachers’ Review Body, which last year called on the government to link teachers’ pay more closely to their performance.

By this September every school will need to have revised its pay and appraisal policies setting out how pay progression will in future be linked to a teacher’s performance. The first performance-linked pay increases will be made from September 2014.

The new arrangements provide increased flexibility for schools to develop pay policies tailored to their particular needs. These freedoms will support heads in attracting teachers in specific subjects based on their school’s needs. It will also help schools across the country recruit and retain excellent teachers.

Advice to help schools introduce new arrangements for teachers’ pay is available on the DfE website:

 

Model Performance Appraisal Policy for Teachers and Support Staff - effective from 1st September 2012

This policy and its accompanying procedures seek to ensure that all members of school staff feel the annual appraisal made of them is fair and consistent and that they are properly supported in their professional development. It complies fully with new statutory regulations for teacher appraisal whilst offering schools flexibility to tailor the policy and procedures to meet their differing individual needs.The policy can be downloaded from:

 

Teachers Standards from 1st September 2012

New Teachers' Standards were introduced from 1 September 2012. The standards set a clear baseline of expectations for the professional practice and conduct of teachers, from the point of qualification. They replace the existing standards for Qualified Teacher Status and Core, and the Code of Conduct and Practice for Registered Teachers in England. Download from the DfE website at:

 

Teacher Appraisal and Capability - A Model Policy for Schools - May 2012

This model policy from the DfE has been provided as an optional resource for schools and others to which they can refer as they wish as they review and develop their own policies.

 

RIG Guidance and Model Policy for Performance Management

The Rewards and Incentives Group (RIG) has prepared this guidance to support the introduction of revised performance management arrangements for teachers and head teachers from September 2007.

Teachers' and Headteachers' Performance Management Guidance
Model Performance Management Policy for Schools

 

Employment of Teachers on Upper Pay Scale (UPS)

New guidance has been published for schools on the employment of teachers on the Upper Pay Scale. It is available under HR Policies, Procedures and Guidance A-Z:

 

WAMG Note 21

WAMG Note 21

Performance Management is the process for assessing the overall performance of a teacher/head teacher, in the context of the individual’s job description and any relevant pay progression criteria, and making plans for the individual’s future development in the context of the school’s improvement plan.

 

Performance Management Resources: A Practical Guide to Performance Management Review

PRS resourceThere have been some changes made to PRS Resources in light of the School Teachers' Pay and Conditions Document (2007) and the official launch of the professional standards for teachers in September.

The PRS resource contains model policies and templates, examples of objectives and performance criteria, guidance on all aspects of performance management for teachers and support staff and is available for Hertfordshire schools:

 

Performance Management “How To” Sheets

The revised performance management arrangements as set out in the Regulations, the Guidance and the model performance management policy prepared by the Rewards and Incentives Group (RIG) are helping to embed the aims of the new teacher professionalism agenda. This seeks to develop a culture of greater transparency, fairness and consistency where all teachers are supported fully throughout their careers, engaged in effective professional development and able to contribute to improving pupil outcomes.

The revised performance management arrangements will have implications for all schools and local authorities. However, the nature and extent of change required in schools will depend on the school’s current performance management arrangements.

Change processes are not new to schools, as these were widely used during the implementation of the National Agreement, and they can be just as relevant in supporting the implementation of the revised performance management regulations. Schools that are unfamiliar with the change process can find information about it at:

It is, in any case, essential that all teachers are consulted on their school’s or local authority’s performance management policy, and that schools and local authorities seek to agree the policy with unions. Governing bodies and head teachers need to use the consultation with staff on the new policy as an opportunity to communicate the purpose and benefits of the revised arrangements within the context of new professionalism and workforce remodelling.

The ‘How To’ sheets

The RIG ‘How To’ sheets are designed as prompts for schools and local authorities in their discussions about how to implement the revised performance management arrangements in their particular local contexts. For many, the sheets will provide helpful reassurance that the performance management process is in line with the revised regulations. The ‘How To’ sheets may also help to identify issues for review, or areas where further support is needed.

Before using any of these sheets, users should make sure that they are familiar with the revised performance management arrangements for teachers’ and head teachers’ as set out in the Regulations, the Guidance and the model performance management policy prepared by the Rewards and Incentives Group (RIG). You can also refer to these on the TDA website at:

Schools will have a major part to play in creating the conditions for individual reviewers and reviewees to work effectively in undertaking their roles and responsibilities within the performance management process. The following ‘How To’ sheets address issues around creating the right environment for performance management in the school.

  • How to create the right environment for performance management as an inclusive process
  • How to address issues of equality, fairness and diversity in the implementation of performance management
  • How to address the effective preparation and support of reviewers
  • How to address the link between performance management, school improvement and other school processes

These sheets will also be applicable for local authorities, which will need to undertake a similar process in respect of centrally employed teachers. Additionally, RIG has developed a specific ‘How To’ sheet on:

  • How to address the revised performance management arrangements for unattached teachers

Further information

Further information on performance management can be found at:

Performance Management: RIG 'How to' guidance documents

Performance Management 'How to' Sheets

How to address the revised performance management arrangements for unattached teachers

How to address the link between performance management, school improvement and other processes

How to address the effective preparation and support of reviewers

Equality, fairness and diversity

How to create the right environment for performance management as an inclusive process

 

RIG Model Performance Management Policy and Classroom Observation Protocol

 

Performance Management Briefings

The purpose of these Performance Management briefings is to provide clarity around the revised regulations, the RIG guidance and their implications. The aim is that, by the end of the session, schools will understand fully what they need to do over the next six months for a successful implementation of the revised regulations.

Delegates' Packs

Document

Downloads

Keynote Message

Workshop Briefing slides

TDA Workshop Briefing slides

Performance Management Challenge Answers

Performance Management Challenge Questions

Frequently Asked Questions and Answers Agreed in Conjunction with RIG

  • Word 2003, 75kb/5 pages, 21/2/2007, faq2.doc

Where to Find Information and Guidance
Statutory Instrument Regulations and RIG Guidance

Rewards and Incentives Group - Teachers’ and Head teachers’ Performance Management Guidance

This guide is intended for Governors, Head teachers, Teachers, School Improvement Partners, Local authorities

Statutory Regulations

2006 No. 2661
education, england
The Education (School Teacher Performance Management) (England) Regulations 2006