Management Information Sheet

Upper Pay Scale (UPS3)

Further to MI 226/10 published in November 2010, there still appears to a degree of uncertainty in schools around what to expect of teachers who have progressed to UPS 3 on the upper pay scale.

Progression from UPS2 to UPS3
In accordance with paragraph 19 of Section 2 of the School Teachers' Pay and Conditions Document 2010 (the Document), "Save in exceptional circumstances, there must be no movement up the pay scale set out in sub-paragraph 2 prior to the second annual determination after the date on which the post-threshold teacher was first placed on that scale or the date on which the teacher was last awarded an additional point on that scale…"

Section 3 of the Document includes clarification on the upper pay scale (UPS) pay progression criteria and specifically states that "U3 teachers play a critical role in the life of the school. They provide a role model for teaching and learning, make a distinctive contribution to the raising of pupil standards and contribute effectively to the work of the wider team. They take advantage of appropriate opportunities for professional development and use the outcomes effectively to improve pupils' learning."

To ensure that the achievements and contribution have been substantial and sustained, the performance review will need to assess that the teacher has: continued to meet post-threshold standards; and grown professionally by developing their teaching expertise post-threshold.

Therefore, for teachers eligible for progression from UPS2 to UPS3, reviewers may reasonably focus on the parts of the evidence base that informs in respect of:

The extent to which the teacher provides a role model for teaching and learning.

The distinctive contribution made by the teacher to the raising of pupil standards.

The effectiveness of the teacher's contribution to the work of the wider team.

The professional development opportunities of which advantage has been taken which could be formal INSET or other opportunities to widen professional experience. Note: a useful resource is The Norfolk Framework for Teachers' Professional Development - a hard copy wall poster was issued to all schools in 2007 and the guide notes can be accessed by clicking here.

The impact that any outcomes of professional development have had on improving pupils' learning.

Performance expectations - UPS3

The following is a guide to performance expectations of UPS3 teachers.

Standards and Achievement

Routinely analyses pupil data, detects variation and develops appropriate intervention for individuals and groups.

Provides targeted and positive support for pupils who have particular needs.

Uses assessment as part of their teaching to diagnose pupils' needs, set realistic and challenging targets for improvement and plan future teaching.

Sets consistently high expectations for pupils in their class and homework.

Secures, through their teaching, that pupils show consistent improvement in relation to prior and expected attainment; are highly motivated, enthusiastic and respond positively to challenge and high expectations.

Quality of Provision

Demonstrates expertise in their subject or specialism.

Understands pupils' perceptions and misconceptions from their questions and responses and is able to spontaneously demonstrate solutions with relevant examples and case studies.

Understands and can demonstrate the potential of ICT in their subject or specialist teaching.

Understands and uses the most effective teaching methods to achieve the teaching objectives in hand.

Displays flair and creativity in engaging, enthusing and challenging groups of pupils.

Uses questioning and explanation skilfully to secure maximum progress.

Maintains respect and discipline; is consistent and fair.

Continuously improves their teaching through assessing the impact of their own practice.

Secures, through their teaching, that pupils exhibit consistently high standards of discipline and behaviour.

Leadership and Management

Provides an exceptional role model for pupils and other staff, through their personal and professional conduct, that mark them out even amongst post-threshold teachers.

Undertakes a significant professional development activity that makes a measurable impact on pupil progress at the school.

Shows a consistent track record of parental involvement and satisfaction.

Coaches and trains post-threshold and other teachers to help them become more effective in their teaching.

Helps post-threshold and other teachers to evaluate the impact of their teaching on raising pupils' achievements.

Tackles an aspect of pupil-underperformance that the school wants to address, including narrowing the achievement gap.

Leads through their day to day practice, outstanding quality of teaching for a team of teachers.

Finally, performance management is a system designed specifically to enhance the professionalism of the profession. The current teaching and threshold standards were incorporated to ensure that there were clear guidelines to assist teachers in making their own career decisions and the relevant standards should be looked at as a whole in order to help teachers identify areas of strength and areas for further professional development.

Note: an independent review of the professional teaching standards has been launched this month and a final report is expected during the autumn term making recommendations for the entire suite of teacher standards, with the new revised standards planned to come into effect from September 2012. While the review is being conducted, the existing standards continue to apply.
If you have a query or need further information or resources, please contact either Peter Simmonds on 07795 265669, peter.simmonds@norfolk.gov.uk, or Virginia Wakely on 01603 638092, virginia.wakely@norfolk.gov.uk or go to the website at
http://schools.norfolk.gov.uk/myportal/index.cfm?s=1&m=564&p=404,index