forward for threshold assessment as soon as they become eligible, and their appraisers ensure, through professional dialogue (e.g. at the planning and review meeting), that the appraisal criteria will provide the basis to enable an assessment to be made as to whether the post-threshold standards have been met throughout the preceding two years. Guidance on threshold and professional standards The framework of standards is progressive, reflecting the progression expected of teachers as their professional attributes, knowledge and understanding and skills develop and they demonstrate increasing effectiveness in their roles. Post-threshold Teachers are able to act as role models for teaching and learning, make a distinctive contribution to raising standards across the school, continue to develop their expertise post-threshold and provide regular coaching and mentoring to less experienced teachers. The P10 Standard on coaching and mentoring needs particular attention as there will need to be a structure within the school to provide opportunities, and training where necessary, to reach this standard. For example a post threshold teacher may be identified to coach and / or mentor a less experienced teacher to help the latter achieve his or her appraisal objectives. The following examples of evidence for post-threshold standards may be helpful and are located in the document standards: examples of evidence’ at the ‘Post-threshold bottom of this page. Upper Pay Range progression from 1st September 2014 The model pay policy reflects the new criteria for the Upper Pay Range which apply to pay progression at and after 1st September 2014. Guidance on extra support for teachers when concerns arise The guidance is about using appraisal to support the management of underperformance and prevent capability issues. Some teachers may need more support in managing their performance than others. In some cases relevant outside influences are a factor and in others extra support is needed because a teacher appears to be having difficulty in meeting the Teachers’ Standards, achieving the agreed performance management objectives or underperforming in other areas. Identifying and tackling such difficulties at an early stage can help prevent underperformance. Schools should therefore have in place robust arrangements for monitoring and assessing the appraisal process. 1. When an issue is identified Use your professional judgement, collect evidence and give feedback to the teacher. If you identify the issue clearly and address it with the teacher it might well be that
forward for threshold assessment as soon as they become eligible, and their appraisers ensure, through professional dialogue (e.g. at the planning and review meeting), that the appraisal criteria will provide the basis to enable an assessment to be made as to whether the post-threshold standards have been met throughout the preceding two years. Guidance on threshold and professional standards The framework of standards is progressive, reflecting the progression expected of teachers as their professional attributes, knowledge and understanding and skills develop and they demonstrate increasing effectiveness in their roles. Post-threshold Teachers are able to act as role models for teaching and learning, make a distinctive contribution to raising standards across the school, continue to develop their expertise post-threshold and provide regular coaching and mentoring to less experienced teachers. The P10 Standard on coaching and mentoring needs particular attention as there will need to be a structure within the school to provide opportunities, and training where necessary, to reach this standard. For example a post threshold teacher may be identified to coach and / or mentor a less experienced teacher to help the latter achieve his or her appraisal objectives. The following examples of evidence for post-threshold standards may be helpful and are located in the document ‘Post-threshold standards: examples of evidence’ at the bottom of this page. Upper Pay Range progression from 1st September 2014 The model pay policy reflects the new criteria for the Upper Pay Range which apply to pay progression at and after 1st September 2014. Guidance on extra support for teachers when concerns arise The guidance is about using appraisal to support the management of underperformance and prevent capability issues. Some teachers may need more support in managing their performance than others. In some cases relevant outside influences are a factor and in others extra support is needed because a teacher appears to be having difficulty in meeting the Teachers’ Standards, achieving the agreed performance management objectives or underperforming in other areas. Identifying and tackling such difficulties at an early stage can help prevent underperformance. Schools should therefore have in place robust arrangements for monitoring and assessing the appraisal process. 1. When an issue is identified Use your professional judgement, collect evidence and give feedback to the teacher. If you identify the issue clearly and address it with the teacher it might well be that
Teacher%20Appraisal%20Policy%2011.2017.docx