Title: Teaching and Learning Responsibility Payments TLRPs Briefing for Headteachers
1Teaching and Learning Responsibility Payments
TLRPsBriefing forHeadteachers
2Aims of Session
- To provide the context, background and link with
other recent national initiatives - To provide information on the structure, criteria
and timescale for implementation - To provide discussion time to address concerns
and engage in collaborative thinking - To develop an action plan for each delegate to
take back to school.
3Agenda
- Introduction 10 mins
- Context and background on TLRPs 45 mins
- Issues and opportunities 15 mins
- Refreshment break 20 mins
- What might the TLR look like? 30 mins
- Planning Tool Finance Team 20 mins
- What am I going to do now? 15 mins
- WWW EBI Close 10 mins
-
4Where did this begin?
-
- August 2002, Estelle Morris gave remit to
- the STRB as a longer term issue
-
- Given the need for any allowance to support the
overall school workforce strategy the STRB are
asked to report on the number, purpose and
school arrangements for awarding allowances and
the interaction with performance related pay. -
5Chronology 1
- January 2003 National Workload Agreement.
- November 2003 STRB 13th Report (Part 1)
recommended new framework to replace Management
Allowances. - January 2004 The January Agreement on Rewards
and Incentives submitted to STRB for 13th Report
(Part 2) - UPS3 funding resolved Excellent Teacher Scheme
(ETS) - New Management Allowances framework supported.
- February 2004 Review and Incentives Group (RIG)
established. - March 2004 STRB 13th Report (Part 2).
6Chronology 2
April 2004 Management Allowances frozen at
2003 values. September 2004 September RIG
Agreement submitted to STRB on TLR payments, ETS
and safeguarding. February 2005 STRB 14th
Report (and Secretary of State response). March
2005 End of consultation period.
7September 2004 Agreement
-
- Context for the Agreement and key driver for
changes is workforce remodelling - Current management allowances do not further
objectives of remodelling and are often widely
misused (see PwC Report) -
8September 2004 Agreement
- If changing roles/responsibilities, devising new
working relationships and focusing teachers work
directly on teaching and learning - then must
review/revise how teaching and learning are
managed in school -
- Remodelling school management is thus an
inevitable consequence of, and natural
progression from the core ambition of the
remodelling agreement (RIG).
9RIG Proposals September 2004
- Review all elements of schools staffing
structure in consultation with recognised union
representatives and staff - Review should extend to audit of all posts of
responsibility in accordance with the criterion
and factors covering the award of TLR payments
and the professional duties of all teachers,
including those in the Leadership group - Review should be completed and revised staffing
structure published no later than 31st December,
2005.
10Management Allowances
- 51.4 of all classroom teachers hold a Management
Allowance - Approximately 240,000 teachers receive MAs
- Annual bill for MAs 900m.
-
11Management Allowances
12Management Allowances
- STRB commissioned Price Waterhouse Coopers (PwC)
to research - management allowances
- PwC found little consistency in awarding MAs
both within and between schools - Comparable posts attracted widely different
allowances. - MAs were used for admin duties, recruitment and
retention, rewarding performance. - Some schools stuck with MAs for historical
reasons. - STRB conceded a substantial change in attitude
and practice - is required thorough change is needed.
-
- STRB Report November 2003 Chapter 5
13Teaching and LearningResponsibility
Payments(TLRPs)
14TLR Payments
- Criteria
- To qualify for any TLR payment
- Significant responsibility not required of all
classroom teachers - Focused on teaching and learning
- Requiring teachers professional skills and
judgement - Leading, managing and developing a subject or
curriculum area or - Leading managing and developing pupil development
across the curriculum - Impact on educational progress beyond the
teachers assigned pupils - Leading, developing and enhancing the teaching
practice of others. - NB May be temporary to cover secondments,
- maternity leave, long-term absence, vacancy
- pending substantive appointment.
15TLR Payments
- For a TLR 2 payment factors (a) to (c) must be
met - (a) impact beyond own pupils
- (b) influencing practice of others positively
- (c) accountability for subject/curriculum area.
- A TLR 1 payment must have all 3 above plus factor
(d) - (d) having line management responsibility for a
significant - number of people
- Responsibility for which a TLR is awarded should
be clearly defined in the job description.
16TLR Payments
- The following categories of teachers likely to be
affected are - those
- receiving management allowances for recruitment
and retention reasons or as rewards for
performance - carrying out tasks no longer considered
appropriate under remodelling - receiving allowances for historic reasons
- undertaking a task which may be focused on
teaching and learning but does not meet the
criterion and factors for the award of TLR
payments - who meet the criteria and factors for a TLR
payment, but are affected by a change in the
value of the allowance.
17TLR Payments
- TLR payments should be subject to
- A statutory minimum and maximum level
- A nationally applicable differentiation of
payments between those points (recommended
minimum differential of 1,500). - There will be two levels TLR1 and TLR2
- For TLR 1 the minimum should be 6,500 and the
maximum 11,000 - For TLR 2 the minimum should be 2,250 and the
maximum 5,500. - Teachers to be paid a spot rate on the
appropriate range.
18TLR Payments
MA5 10,572 MA4 7,833 MA3 5,688 MA2
3,312 MA1 1,638
11,000 (9500) (8000) 6500
Criteria a,b,c d
TLR1
5500 (3750) 2250
Criteria a,b,c
TLR2
19TLR Payments
- Schools must
- Undergo a restructuring of Management Structure
and Allowances - Devise a new and clear staffing structure based
solely on the criteria and factors already
listed - Publish the new structure as an annex to its pay
policy (with staffing structure for support
staff) - Ensure all TLR payments complement the
responsibilities of the Leadership group - Identify Excellent Teacher posts within their new
staffing structure (if they intend to create
any) - Teachers affected by the new Management Structure
should receive written notification stating how
this affects them by - 31st January, 2006.
- The whole process will be underpinned by
- Regulations and Statutory Guidance -
www.teachernet.gov.uk
20TLR Payments
- Providing a TLRP minimum value at a higher
rate than the lowest current MA marks a clear
break. There would be no automatic read across
from MAs to TLRPs - Teachers holding MAs could not simply be moved
across to an equivalent post in the new system.
Schools would need to consider carefully their
staffing structures. para 2.26
21TLR Payments
- When devising a new staffing structure based on
- TLR payments it
- Should be based on responsibilities and NOT
people - Must be capable of justifying the differing
responsibility levels (differentials should be
accurate and matched against published criteria)
- Must have full regard to both job weight and
equal pay.
22Losing TLR Payments
- TLRPs can be withdrawn or cease when
- A teacher moves from one school to another
- A teacher declines to perform the
responsibilities attached to the TLRP - A teacher loses responsibilities as a result of
capability proceedings - The responsibilities are restructured (subject to
safeguarding).
23TLR PaymentsManaging the Transition
- Principles
- Teachers must focus on teaching and learning and
not work which should properly be undertaken by
support staff - There will be national guidance and a national
framework for the transition but implementation
is a local issue - The new structure must be transparent and fair to
all
24TLR PaymentsManaging the Transition
- Principles
- Staff must be clear about the impact which the
new structure will have on them when it is fully
implemented - There must be a clear and explicit transition
timescale -
- After transition the new structure should not
cost more than the old one the expectation is
that it should cost less - Any savings should be redeployed at school level.
25Restructuring - Phase 1
- Governing bodies will be subject to a statutory
- requirement to
- review all elements of the management structure
- consult with staff and recognised trade unions
- finalise the transfer of any outstanding tasks to
support staff - audit all current management allowances against
TLR criteria.
26Restructuring - Phase 1
- On completion of the review the structure must be
published by 31st December, 2005 as an annex to
the schools pay policy - A transition timetable for the move to the new
structure must be published at the same time - All teachers must be able to see clearly what all
the implications will be for them - Headteachers/Governors must inform all staff in
writing about the new structure and how it will
affect them by 31st January, 2006.
27Restructuring - Phase 2
- 3 year transition period
- Starting date 1st January, 2006
- Last completion date 31st December, 2008.
- The timetable is ambitious but achievable
(para 2.33) - Management allowances will continue limited to
12 months from date when first awarded no new
allowances at all after 31st December, 2005. - First date for a TLR payment is 1st January,
2006.
28A Possible Schedule for TLRPs
-
- This produces the following timetable
- 19th October formal proposals published for
consultation - 23rd November deadline for responses (allows a
week for half term) - 14th December full governors meeting (with
mulled wine and seasonal nibbles!). -
-
29Safeguarding
- Overarching principles
- No immediate drop in total salary through no
fault of teacher - Applied on a mandatory basis
- Applicable on 3 year basis
- Applicable on cash basis
- Teacher must know what arrangements apply to them
and they must be stated on annual salary
statement.
30Special Educational Needs
- If your SENCO currently holds a Management
Allowance, you will need to write a TLR job
description for the post - Remember that, while teachers direct and
supervise the work of TAs, Time For Standards
suggests that they should not be their line
managers - SEN allowances seem set to continue in the short
term but their days look numbered. -
31The Excellent Teacher SchemeFirst and foremost
excellent classroom practitionersThe
pinnacle of the classroom teachers roleA
gold standard
32The Excellent Teacher Scheme
- Target group 20 of those teachers reaching
UPS3 but not - a quota.
- Scheme begins 1st September, 2006.
- First awards 1st September, 2007.
- Standards Rigorous and challenging.
33Expectations of an ETS
- Induction of newly qualified teachers
- Mentoring other teachers
- Sharing good practice through demonstration
lessons - Helping teachers to develop their expertise in
planning, preparation and assessment
34Expectations of an ETS
- Helping other teachers to evaluate the impact of
their teaching on pupils - Undertaking classroom observations to assist and
support the performance management process - Helping teachers to improve their teaching
practice, including those on capability
procedures.
35Applying for ETS status
- Must be voluntary and in writing
- Cannot step down into ETS
- ASTs or Leadership group members may step down
to UPS3 but may still apply (ASTs need not be
assessed against national standards) - Headteacher endorsement is essential if
declined can take out a grievance
36Applying for ETS status
- All endorsed applications must be externally
assessed (costs met by DfES grant) - Can only apply for ET posts when ET standards met
may continue to apply for further posts without
reassessment
37Applying for ETS status
- ET post must be established on schools
structure, funded by the school. If teachers
applying exceed available posts normal
recruitment applies unsuccessful candidates
cannot be required to work as an ET - Once in post performance to be assessed against
expectations of role.
38Excellent Salaries?
- An ETs salary should be
- Commensurate with excellent performance
- Distinctive and separate from main scale and
UPS3 - Not combined with a TLR payment and
- Should be 35k from September 2005 (7.3 more
than UPS3). - Funding
- No specific DfES grant but there will be
provision in schools - baseline budgets to assist them in meeting the
cost of the ETS. - Estimated cost of ETS 40m in 2008/9.
39Excellent Teacher issues
- Where will Excellent Teachers sit in new staffing
- structure?
- Within learning areas, departments or faculties.
or outside them - class teacher with in-reach?
- Is a Coaching, Pedagogy or Learning Technology
Team feasible? focused solely on the skills of
classroom practice and working across the school
SENCOs already do this. - Should there be a Leadership Coach (at Assistant
Head level) and a Support Staff Coach as part of
the Pedagogy/Coaching Team? -
40Excellent Teacher issues
- Where will Excellent Teachers come from?
- There is a likely differential of 2,400 above
UPS3 for ETs (Sept 2005) a teacher holding MA2
or higher will not be attracted - and the new
safeguarding regime takes away any long term
cushion. - In short term, only financial incentive likely to
be for teachers presently holding MA1 or no MA at
all are we looking at an ET scheme for younger
teachers only?
41Excellent Teacher issues
- Where will Excellent Teachers come from?
- Will some teachers seek ET accreditation for
status only? - In longer term, normal route to ETS will take 12
years with double increments it can be reached
in less perhaps 6 to 8? Is it likely that a
teacher who is talented enough to meet the ETS
criteria is not already receiving a TLR payment?
42Need for high quality Performance Management
- Should be rigorous
- All heads should have training
- Link pay and performance.
43TLRP Management Tool
Demonstration of Excel spreadsheet by Finance
Officer
44Finding Guidance