determine what is meant by service’ contribution and impact in some instances, mean department and in other instances mean ‘whole – service’. In the context of the wider service community working collaborative, it is acceptable for wider contribution and impact ‘whole to refer to impact and contribution beyond individual services into local collaborative partnerships, particularly for teachers at the higher points of the upper pay range. ensure that these are fully discussed with all reviewers to ensure that the terminology and detail contained within the tables are consistently understood across the group of performance management reviewers, to support consistent implementation of the rating framework. Teachers’ performance should be assessed in totality in the context of the wide range of information that is available, including, but not limited to observation information and pupil progress and attainment data. Individual performance may be rated at different levels in relation to each key area, but will be required to provide an overall judgement of performance in order for this to be linked to a pay outcome. If there is a requirement to have a minimum level of performance to achieve a particular rating, this should be explicit to the teacher. The career stages that have been provided for in this document are: qualified teachers teachers in their first year of teaching after qualifying see pages 5-8 – – Recently qualified teachers normally teachers in second and third year of teaching see pages 9-12 – – Experienced main pay range teachers see pages 13-16 – Lower upper pay range teachers normally teachers on UPR 1-2 (broadly equivalent to UPS 1) see pages 17-21 – – Higher pay range teachers normally teachers on UPR 3-5 (broadly equivalent to UPS 2 and 3) see pages 22-25 – – Leading practitioners see pages 26-28 – Where a newly qualified teacher or recently qualified teacher has received an exceptional performance rating due to the level of performance that they have demonstrated, the service will need to be clear with the teacher as to whether they are then being measured against the main pay ‘experienced’ range teacher descriptors or recently qualified teacher descriptors. Either approach is acceptable, provided that the individual is clear about the level of expectation at the outset of their performance management year.
determine what is meant by ‘whole service’ contribution and impact – in some instances, mean department and in other instances mean ‘whole service’. In the context of the wider service community working collaborative, it is acceptable for wider contribution and impact to refer to impact and contribution beyond individual services into local collaborative partnerships, particularly for teachers at the higher points of the upper pay range. ensure that these are fully discussed with all reviewers to ensure that the terminology and detail contained within the tables are consistently understood across the group of performance management reviewers, to support consistent implementation of the rating framework. Teachers’ performance should be assessed in totality in the context of the wide range of information that is available, including, but not limited to observation information and pupil progress and attainment data. Individual performance may be rated at different levels in relation to each key area, but will be required to provide an overall judgement of performance in order for this to be linked to a pay outcome. If there is a requirement to have a minimum level of performance to achieve a particular rating, this should be explicit to the teacher. The career stages that have been provided for in this document are: qualified teachers – teachers in their first year of teaching after qualifying – see pages 5-8 Recently qualified teachers – normally teachers in second and third year of teaching – see pages 9-12 Experienced main pay range teachers – see pages 13-16 Lower upper pay range teachers – normally teachers on UPR 1-2 (broadly equivalent to UPS 1) – see pages 17-21 Higher pay range teachers – normally teachers on UPR 3-5 (broadly equivalent to UPS 2 and 3) – see pages 22-25 Leading practitioners – see pages 26-28 Where a newly qualified teacher or recently qualified teacher has received an exceptional performance rating due to the level of performance that they have demonstrated, the service will need to be clear with the teacher as to whether they are then being measured against the ‘experienced’ main pay range teacher descriptors or recently qualified teacher descriptors. Either approach is acceptable, provided that the individual is clear about the level of expectation at the outset of their performance management year.