Transcript Governor Conference Workshop 2014 delegate slides

What Dynamic Governance Looks Like
Effective PRP Decisions
and the Appeals Process
Gary Edwards
Training and Consultancy Manager
1st May 2014
Key Principles in Effective PRP
• There is a positive correlation between efforts and
performance
• Favourable performance will result in a desirable reward
• The reward will satisfy an important need
• The desire to satisfy the need is strong enough to make
the effort worthwhile.
Victor Vroom’s expectancy theory (1964) on motivation and
management
A Dynamic Approach to Pay Policy
Mission or Vision
Business Strategy
HR Strategy
Pay Policy
Finance Strategy
Appraisal
Capability
Marketing
Strategy
Recruitment
Progression Linked to Performance
• A decision whether or not to award pay progression must be related
to the teacher’s performance as assessed through the school’s
appraisal arrangements
• A recommendation on pay must be made in writing as part of the
appraisal report and the relevant body must have regard to it in
making their decision
• Pay decisions must be clearly attributable to the performance of the
teacher
• Continued good performance as defined in the school’s pay policy
should give a teacher the expectation of progression to the top of
their respective pay range
• A decision may be made not to award progression whether or not
the teacher is subject to capability proceedings
Paragraph 21.2
The Leadership
Group
Teaching and Learning
Responsibility Allowances, SEN,
Recruitment & Retention
Incentives
£37,124
Upper Pay Range
£34,523
Individual1
2345-7
Teachers Salary 2013 – 2014 +
DISCRETIONARY
2 points for “sustained high
quality of overall performance …”
Pay increases must be
differentiated – clearly
attributable to performance
Successful Application
Assessed as ‘highly competent &
achievements and contributions
substantial and sustained
£31,868
Pay increases must be
differentiated – clearly
attributable to performance
Main Pay Range
£21,804
The Appraisal Process
Appraisal Statement
Stage 3
REVIEW
Overall Assessment of
Performance
End-of-year
Review of
progress
Including: responsibilities,
standards and appraisal objectives
Appraiser
Appraisee
Stage 2
MONITORING
Including
Observation
Stage 1
PLANNING
Agree Objectives
and complete a
Planning and
Review Statement
Pay recommendation
Pay Decision
New Standards - Preamble
Teachers make the education of their pupils their
first concern and are accountable for achieving
the highest possible standards in work and
conduct.
Teachers act with honesty and integrity; have
strong subject knowledge, keep their knowledge
and skills up-to-date and are self critical; forge
positive professional relationships; and work with
parents in the best interests of their pupils
DfE Teachers’ Standards 2013
PART ONE: TEACHING
1
Set high expectations which inspire, motivate and challenge pupils
2
Promote good progress and outcomes by pupils
3
Demonstrate good subject and curriculum knowledge
4
Plan and teach well structured lessons
5
Adapt teaching to respond to the strengths and needs of all pupils
6
Make accurate and productive use of assessment
7
Manage behaviour effectively to ensure a good and safe learning
environment
8
Fulfil wider professional responsibilities
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
What is an Appeal?
• Purpose and status
• Who takes part?
• Possible decisions
• Procedures and ground rules
• ……. and what happens afterwards?
Allowable Grounds for Appeal
• Incorrectly applied national or local term
• Failed to have proper regard to statutory
guidance
• Failed to take proper account of relevant
evidence
• Took account of irrelevant evidence
• Unlawfully discriminated
•
Was biased
Issues Considered by the 2014 PRB
• Leadership pay ranges
• TLRs and all other allowances
• PPA time
• Arrangements for cover
• Working time and 1265 hours
• Salary protection
• General issues in STPCD
Headteacher’s Pay
• Sources of benchmarking data
• Salary inclusive of all other allowances
• R + R limited to housing or relocation
• Payment for other duties by exception
• Problems in recruiting to small Primary schools
• Fixed-term contracts in some situations
Pay issues for the wider Leadership Group
• Need to incentivise able deputies to step up
• Need for more flexible, performance-based progression –
removal of spine points
• No prescribed differential
• Application of a similar 3 step approach where a vacancy
arises
• Basic criterion of ‘leadership responsibilities across the
whole school’
• Document all decisions
• Equal pay considerations
Current Progression Criteria
Those on the leadership spine play a critical role in the life of the
school.
They inspire confidence in those around them and work with others to
create a shared strategic vision which motivates pupils and staff
They take the lead in enhancing standards of teaching and learning and
value enthusiasm and innovation in others
Their achievements and their contribution to the school should have
been substantial and sustained
The performance review will need to assess the teacher has grown
professionally by developing their leadership and (where relevant) their
teaching expertise
An Opportunity to Improve
Consider:
The values and ethos in your school
management culture
What are the key factors that you think should
be considered when assessing performance in
leadership posts
Governance and benchmarking
• Increasing school autonomy
• New demands on governing bodies
• Use of Pay Policy as a strategic tool
• OFSTED inspecting LA support for Governors
• Role of the clerk
• Audit process for all pay decisions
 What are the broad criteria and policies for pay decisions?
 What professional independent input has been used?
 What benchmarking data has been used?
A Strategic Approach to Pay Policy
Mission or Vision
Business Strategy
HR Strategy
Pay Policy
Finance Strategy
Appraisal
Capability
Marketing
Strategy
Recruitment
Action Planning and Conclusion
Further information
STRB Report and Government Response
https://www.gov.uk/government/speeches/school-teachers-reviewbody-23rd-report;
www.ncsl.co.uk
www.the-sps.co.uk
SPS Consultancy advice
Kings Hill: 01732 525247
Brook House: 01227 598758
[email protected]