At the time of the introduction of threshold assessment some headteachers and school leaders avoided making difficult decisions defining the access criteria to the UPR. This led to some school leaders avoiding hard conversations. Instead they placed staff automatically on the UPR. School leaders inheriting this situation are now having to deal with the consequences. Some UPR3 teachers take the salary and, while being good teachers in their own classroom, make little contribution to whole-school development or training.
Other teachers in the school staffroom such as recently qualified teachers, quite rightly, consider the situation to be unfair as they continue to make huge contributions to whole-school life. At this point it is only reasonable to say that in some schools it has not been made clear to teachers the expectations that the school has of them.
It is difficult then for them to match up to those expectations. They defined them to be:. In an attempt to support colleagues and give clarity, many schools are now defining the threshold access criteria in their pay policies by combining the STPCD criteria with the STRB clarification above. Access arrangements to the UPR changed in from a national system of application to a school-based system. At the same time, schools were revamping their appraisal processes to take account of performance-related pay.
A key element of both processes has been the definition of the expectations of teachers across both pay ranges. They give teachers a clear understanding of the expectations of them by the school instead of having to guess. They also understand how they may be asked to evidence the typicality of their day-to-day practice against such expectations.
Nationally this is becoming an integral part of the appraisal review process. There are many examples on the internet of career stage expectations developed by individual schools. This is usually aligned to their position on the pay scale or, alternatively, the number of years a teacher has been practising see the example below.
You can also find a range of systems and documents supporting teacher applications to the UPR on the internet. These will give you a basis for developing or tweaking your own threshold assessment process. There is no requirement for schools to operate an application form system for access to the UPR.
However, many schools find this supportive of the process for both the teacher and the school leader assessing the threshold request. There is no requirement for teachers to produce a wide portfolio of evidence. This clarity supports the teacher in their application and develops their understanding of the responsibilities attached to being paid on the UPR.
Although teachers can apply at any time during the academic year once a year max , most schools include a deadline in their policy by which a teacher must indicate that they wish to be considered for progression. The threshold application process is normally linked to the appraisal cycle. A logical deadline date for applications could be November 30, giving time after the end of the annual appraisal round October 31 to consider the outcomes of individual appraisal meetings.
It is also no longer a requirement that teachers need to be paid on a particular pay point, previously the top of the main pay range MPR , before they can progress to the UPR. The challenge to schools and UPR teachers is finding opportunities to allow those teachers to fulfil their obligations, i.
The challenge for school leaders is to hold UPR teachers to account for their position on the pay range. This issue is raised by heads and principals at every appraisal and performance-related pay training event I host around the country.
Some commit little extra time to school development. What can I do? I would suggest there are three options to consider: First, are there opportunities for these teachers to contribute their skills for the benefit of the whole school? For example, the good UPR3 teacher whose use of data to support learning and progress in their own class is excellent — are they given opportunities to share their expertise?
Can they mentor other teachers who do not have this expertise? Some schools have produced internal guidelines for applicants. However, the criteria for progressing clearly state that you must have made a substantial and sustained contribution to your current school.
It may, therefore, be more difficult to be successful until you have shown this. If you are employed to teach at two or more schools you may make a separate application at each school.
Separate decisions are made by each school and the decision of one school cannot be binding on any other school. Periods of absence on maternity, paternity, adoption or parental leave, which are statutory or contractual, cannot preclude you from crossing the threshold. Schools must not discriminate directly or indirectly against anyone because of a protected characteristic and this includes pregnancy and maternity leave.
Absences as a result of injury or sickness should not preclude you from applying to cross the threshold. 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. You are here Home Threshold progression and the upper pay range Threshold progression and the upper pay range.
Tagged in Pay Pay progression. Who can apply to cross the threshold? What are the criteria for crossing the threshold? The criteria you must meet before moving onto the UPR are: that you are highly competent in all elements of the relevant standards; and that your achievements and contribution to the school are substantial and sustained. What are the relevant standards? When should I apply to move on to the UPR? What should be included in the threshold application?
I have just started at a new school - can I still apply? I work at more than one school.
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