Performance Management

Teacher Professional Standards

Hilary Peatfield
Denise Whitworth
WELCOME

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 PROGRAMME
9 15 12 30
Session 1 Introductions and objectives
Session 2 Background, context and purpose
Session 3 Getting to know the standards
Session 4 The standards in more detail progression

LUNCH 12 30 1 30pm

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1 30 3 45 pm
Session 5 Performance management, professional
standards and CPD; link with staffing structures
Session 6 Implications for schools, leaders and reviewers;
impact on individuals, roles, responsibilities and
staffing structures
Session 7 Action planning and next steps

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 SESSION 1

Introductions and Objectives

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 OBJECTIVES
Gain a developing understanding of the new
professional standards and their implications
Understand how the standards inter-relate with other
national workforce development initiatives
Consider implications for staffing structures
Explore the implications for school leaders, reviewers,
CPD leadership and performance management
Develop a framework for an action plan

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 Table Discussion
Introductions
Key points that you already know about the
professional standards
What is/will be the most enjoyable part of
your revised/new performance management
role?

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 SESSION 2

Background, context and

purpose

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The Context Review of Standards
for Classroom Practitioners
TDA has reviewed the following standards for classroom
practitioners:
Professional standards for teachers
Professional standards for higher level teaching assistants
Level 3 National Occupational Standards for
teaching/classroom assistants
Level 2 National Occupational Standards for
teaching/classroom assistants
A review of the leadership standards, led by NCSL, is forthcoming

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 The Revised Framework of
Professional Standards for Teachers
Four sets of standards reviewed:
QTS, induction, post-threshold, advanced skills teacher
New set of standards for the excellent teacher scheme
Three inter-linked sections:
professional attributes, professional knowledge and
understanding, professional skills
Induction standards are known as core standards, they
apply to NQTs and mainscale teachers

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 Why have these standards been
reviewed?
To create a coherent and progressive framework

To support new developments emerging in the

context of new teacher professionalism including
revised performance management arrangements (in
place from autumn 2007)

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 The Wider Context for Teachers
- New Teacher Professionalism
Confidence and respect
professional dialogue - open, equitable & fair manner
entitlement to, & a duty to engage in, school-focussed
CPD which is effective & relevant to their professional
development, career progression & aspirations

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 The Quartet of Developments
National Agreement

Staffing Structure Review

The New
Teacher
Professionalism
Revised Performance
Management

Revised Professional
Standards

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Alignment with the Wider Childrens
Workforce
Learning,
Development & Childrens Care
Health and Support Services Learning &
Social Care Development

Activity Learning and

Leadership Development
TA/CA National
Occupational
Standards
Play work IT Users

Sport and
Youth Work
Recreation Management &
Leadership

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 NQT (Q) Core (C) Post-threshold (P) ET (E) AST (A)

HT
AHT DHT

AST
AST ET
ET*
Career
Dev
UPS
UPS
UPS
UPS TLR
TLR

MPS
MS
TLR
MPS
MS
Performance NQT
NQT
Staffing
Management Structure
Succession Planning

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 Purpose of the Standards
The revised professional standards:
clarify the professional attributes, knowledge and
understanding and skills expected of a teacher
provide a framework for career progression
help teachers identify areas of strength and areas for
development
support teachers in identifying their CPD needs and
underline a contractual entitlement to effective CPD

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 SESSION 3

Getting to Know the

Standards

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 The Standards Poster

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 Framework of the Standards
Q Qualified Teacher Status (QTS) 33

C Teachers on the main scale (Core) 41

Teachers on the Upper Pay Scale
P (Post Threshold teachers)
10

E Excellent Teachers (ETs) 15

A Advanced Skills Teachers (ASTs) 3

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 Revised Professional Standards

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 Activity 1
Champions and Envoys
Choose one core or post threshold standard
from the selection provided

Your task is to champion the chosen standard

and to act as an envoy for those standards
shared with you

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 Framework of the Standards
Professional attributes

Standards Q C P E A
Relationships with children /YP 1-2 1-2
Frameworks 3 3 1 1 1
Communicating & working with
4-6 4-6
others
Personal professional
7-9 7-9 2
development

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 Framework of the Standards
Knowledge & understanding
Standards Q C P E A
Teaching & Learning 10 10 2 3
Assessment & monitoring 11-13 11-14 3-4 4
Subject & curriculum 14-15 15-16 5 5
Literacy, numeracy & ICT 16-17 17
Achievement & diversity 18-20 18-21 6
Health & well-being 21 22-25 6

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 Framework of the Standards
Skills
Standards Q C P E A
Planning 22-24 26-28 7 7
Teaching 25 29-30 8 8-9
Assessing , monitoring and
26-28 31-34 10-11
giving feedback
Reviewing teaching &
29 35-36 12
learning
Learning environment 30-31 37-39
Team working &
32-33 40-41 9-10 14-15 2-3
collaboration

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 SESSION 4

The Standards in More Detail

Progression

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 A Changing Landscape
Childrens agenda

Workforce remodelling

Personalised learning

Professional development

New professionalism

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 What progression across the
standards looks like?
The framework of professional standards is
progressive:
post threshold teachers make a distinctive contribution to raising
standards across the school by acting as role models for teaching and
learning and providing mentoring and coaching to less experienced
teachers
ASTs and excellent teachers provide models of excellent and innovative
teaching and use their skills to enhance teaching and learning by
undertaking and leading school improvement activities and CPD for other
teachers. ASTs also carry out developmental work across a range of
workplaces

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 Twin Tracks
PEDAGOGY LEADERSHIP
head teacher
AST
deputy head teacher
ET assistant head teacher
TLR1
TLR2
post threshold (P) standards
core (C) standards
QTS standards

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 Career Progression
Teachers need to demonstrate evidence that they are meeting,
maintaining and building on their attributes, professional knowledge
and understanding and skills

The standards clarify professional characteristics which are

maintained and built upon throughout their career

Teachers not aspiring to the next career stage need to identify ways
to broaden and deepen their expertise within their current career
stages.

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 An Overview of the Standards

Constant

Cumulative

Considerations

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 Activity 2
Progression Through The Standards
Consider the subsection Teamwork and
Collaboration
Begin with standards C40 & C41 and map
their progression through to A2 & A3
Give concrete examples of what you would
expect to see at each standard
Feedback

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 Post Threshold Standards
A teacher being considered for the threshold would need to
meet the relevant core standards (C) and satisfy the post-
threshold standards (P).
Post threshold teachers are expected to:
continue to meet the core and post-threshold standards
broaden and deepen their professional attributes, knowledge,
understanding and skills
make a distinctive contribution to raising standards across
the school
act as role models for teaching and learning
provide regular coaching and mentoring to less experienced
teachers
Professional Standards 2007 & STPCD 2007

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 Progression through UPS
Progression on UPS should be based on two successful
performance management reviews
To achieve progression, the achievements of post-
threshold teachers and their contribution to school(s)
should have been substantial and sustained.
To ensure that the achievements and contribution have
been substantial and sustained, the performance
management review will need to assess that the teacher
has:
o continued to meet post-threshold standards; and
o grown professionally by developing their expertise post
threshold
STPCD 2007: Section 3, para 34 (Clarification)

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35
 Activity 3
Post Threshold Progression
In table groups, using the task sheet as a
guide, identify on post its what a post-
threshold teacher needs to do, to
demonstrate progression
Each table feed back on one progression
criterion
Reflect on the implications of this activity for
your setting

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 SESSION 5

Performance Management,
Professional Standards
and CPD

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 Professional Standards and CPD
The standards will support teachers in identifying
their professional development needs
Where teachers wish to progress to the next career
stage, the next level of the framework provides a
reference point for all teachers when considering
future development
The standards will also support teachers in identifying
ways to broaden and deepen their expertise within
current career stages
Introduction to Professional Standards 2007

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 CPD entitlement and expectations
All teachers have
oa professional responsibility to be engaged in
effective, sustained and relevant professional
development throughout their careers
o a contractual entitlement to effective, sustained and
relevant professional development throughout their
careers.
Teachers are expected to make a contribution to the
development of others
Introduction to Professional Standards 2007

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 Activity 4
In table groups, discuss and develop a
visual representation of the relationship
between PM, PS and CPD:
Activity: 15 minutes
Plenary Sharing 3 minutes per
group

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 Performance
Management

School Improvement
Planning Framework

developing people
improving young
lives

Continuing Revised
Professional Professional
Development Standards

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 SESSION 6

Implications for Reviewers

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 The Revised Regulations
- Five Key Areas of Difference
Planning meeting

Classroom observation

Review and
the link to pay

Roles and responsibilities

Process and timing

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 Key Areas of Difference
Planning meeting Classroom observation

Objectives should contribute to improving 3 hours maximum per cycle

the progress of pupils at the school Appropriate, proportionate, and
Performance criteria have to be specified focused approach
at the outset

Review and
the link to pay

Direct link between Performance

Management and pay progression at
the point of eligibility

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 Key Areas of Difference
Roles and responsibilities

Reviewers for teachers will be the head Scope for intervention to moderate at
teacher, who may delegate the the planning stage by the head teacher
responsibility in its entirety, to the for teachers and by the Governing
teachers line manager Body for head teachers

Process and timing

Clear timeline for process

Right of appeal

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 Reviewer Skills: Roles and Responsibilities
THE REVIEWER
Revised Regulations:

The Reviewer will be the Head Teacher

who may delegate this role in its entirety
to the teachers line manager.

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 Performance Management Cycle
Planning Monitoring &
Objectives set Supporting
Classroom observation Monitoring of performance
and evidence collection throughout the cycle
agreed Provision of agreed
Performance criteria for support
the above set Evidence collection
Support, training and Ongoing professional
development agreed dialogue
Timescales set

Reviewing
Overall assessment of individuals
progress against the performance
criteria
Recommendations for pay
progression made for eligible
teachers
No surprises

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 Implications for PM Reviewers and
Induction Tutors
Table Discussion
What will PM Reviewers and Induction
Tutors need in terms of:
Knowledge?
Skills?
Documentation?

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 Table Discussion
Consider as a group one or more of the following:
1. How can we use the standards for school improvement?
2. How can we use the standards to identify whole-school CPD
needs?
3. How can we use the standards to assist with school self
evaluation?
4. How will you approach the issue of longer serving UPS teachers
to whom the P standards have come as a surprise?
ALL GROUPS: What are the key messages about the standards that
we can take back to our staff?

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 Link to pay
Review and the link to pay
(Regulations)
At the end of the PM cycle, the
Reviewer meets the Reviewee to:
a) review performance throughout the
cycle against the performance
criteria specified in the planning
statement
b) where the Reviewee is eligible for
pay progression, determine the
recommendation on pay
progression, having regard to the
results of the review
Regulations para 18.1
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Review and the link to pay
(Guidance)
Reviewers only make pay
recommendations for:
o Post threshold teachers
o Leadership Group
o Advanced Skills Teachers
No change in the arrangements for
making pay decisions. Governing body
considers recommendations and
makes decisions about pay.
RIG Guidance paras 5.42-5.44
50
 Making Pay Recommendations
No change to the general arrangements for pay
progression
Reviewers judgements now form the basis for the
recommendation for a salary rise for eligible teachers
The recommendation is based on an assessment of
the reviewees performance against the performance
criteria specified in the planning statement

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Eligibility for Pay Recommendation
Post-threshold teachers:
(U1) two years after passing
threshold assessment
(U2) two years after U2
(U3) if an excellent teacher post exists
Excellent teachers
Advanced skills teachers (annually)
Leadership roles including headteachers (annually)

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 SESSION 7

Action Planning
and
Next Steps

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 Activity 5
Harvey Balls Exercise

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 Prioritisation Matrix
Easy
How easy is it to
do?

Hard
Low What impact will it High
have?

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 Useful Links
www.teacher.tv/video/browser/2620
professional standards videos

www.teachernet.gov.uk/teachingnandlearning/professi
onalstandards/
printer friendly version of the standards

www.tda.gov.uk/teachers

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 Learning organisations are where people
continually expand their capacity to create
the results they truly desire, where new and
expansive patterns of thinking are nurtured,
where collective aspiration is set free, and
where people are continually learning to see
the whole together

Peter Senge (1990: 3)

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