Where this is the case, the reasons for making the decision must be fully explained to you. It is supposed to explain both the timescale for applying for UPS and the criteria that will be used to assess your application. A teacher on the Upper Pay Scale may therefore be too expensive to be employed at some schools.
However, a teacher will not move down the pay scale if they remain in the same school. Pension contributions rise to 9. Similarly student loan repayments will increase, as will the amount of tax and National Insurance. See chart below. As with most things in the world of education, it is best to prepare ahead of time if you are setting your sights on becoming a post-threshold teacher. I would recommend being proactive at least a couple of years in advance, following the steps listed above and seeking advice from teachers in your school who have recently crossed the threshold.
The frustrating thing about pay scales however, is that there seem to be huge disparities between schools. So at the end of the day, a competent M6er in one school may be refused threshold progression, whereas an equally competent M6er in another school may move onto UPS1 without too much trouble.
Teaching- the only profession that punishes a class teacher because of their experience by making them too expensive to employ. So, needless to say, there is a lot to consider with regard to progressing onto the Upper Pay Scale! What are your thoughts on the process for threshold progression?
No, this is not correct. Part time teachers are subject to appraisal just as those who work full time and therefore can provide the required evidence. DfE advice emphasises that schools must not treat part time teachers less favourably. If you remain at the same school then you must be paid on the UPR if you step down. If you remain at the same school, the lowest point you could be placed on the UPR is the point you were on when you joined the leadership group at that school. If you change schools, then the school has the discretion to pay you on the UPR.
If you are concerned about the length of time it is taking, please contact your NEU school representative in the first instance.
If there is no representative in your workplace, you should contact the relevant region. Once your application has been assessed and you have been informed of the decision, you should be informed in writing of the outcome. If you have been unsuccessful, you should also receive oral feedback from your headteacher or LA manager on each standard and the reasons for the outcome of your application. You should receive advice on aspects of performance that would benefit from further development.
Teachers can only be assessed once in an academic year at each school they work in. You must wait until the beginning of the following academic year before requesting a further assessment. Teachers have the right to raise formal appeals against pay determinations if, for example, they believe that the person or committee by whom the decision was made:.
If you are considering making an appeal, please contact your NEU school representative in the first instance. Check your school's pay policy for details on this issue. If further advice is needed, contact your NEU workplace rep in the first instance. See also advice for teachers employed as Soulbury Officers. Can they mentor other teachers who do not have this expertise? This could include, for example, setting up workshops for staff who have identified in their appraisal reviews the need for training in this area.
This could then be followed up by the UPR3 teacher working alongside and supporting the teachers as they put into practice the training they received and monitoring its effectiveness in the classroom.
With further follow-up workshops this could be a significant contribution to school development and if sustained over the year would give the UPR3 teacher the opportunity to fulfil the terms of their position.
Yes, leaders and teachers all need to be creative here. UPR and other teachers! The net effect will be to the benefit of the school.
The second option is that of capability. Is the teacher capable of delivering substantial contributions beyond their classrooms over a period of time? The important point here is that some teachers need support to work alongside colleagues. It may not be a natural activity for them but they do need to make their contribution. Third, it may be the case that the UPR teacher does not wish to contribute to whole-school improvement.
They refuse to fulfil the requisites associated with being a UPR teacher. In this case it then becomes a disciplinary process issue. In these last two options school leaders would be well advised to take advice from their HR provider. However, school leaders would be advised not to consider a colleague who wishes to do that as a way of avoiding whole-school contributions. HR and legal advice should be taken if this is a possibility to avoid future claims against the school.
It is not the fault of those UPR3 teachers who now have to validate their position on the pay scale. Leave a Reply Cancel reply Your email address will not be published. Free Newsletter Resources.
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