These are the standards that should be used for your performance management.

These are the standards that you are assessed against for your performance management. Below is a ‘GOVERNMENT’ not local, overview of the standards.

This guidance is for:

  • school leaders
  • school staff
  • governing bodies

The standards themselves (part 1 and part 2) have statutory force (under regulation 6(8)(a) of the Education (School Teachers’ Appraisal) (England) Regulations 2012).

They are issued by law; you must follow them unless there’s a good reason not to. They define the minimum level of practice for trainees and teachers to achieve qualified teacher status.

You can also use them to assess the performance of all teachers with qualified teacher status who are subject to The Education (School Teachers’ Appraisal) (England) Regulations 2012.

The standards replace the ‘standards for qualified teacher status’ and the ‘core professional standards’, previously published by the former Training and Development Agency for Schools.

Terms and Conditions, your contract.

Do I have to prove I can achieve more standards than those on the lists?

Often, additional standards are created but in terms of attaining performance in relation to support action plans and capability procedures , these can be used to prove you are working at the expected standard for a teacher. Often an outside adviser, group, company will inform leaders they need to include more, this is not correct.

In the guidance, it also clearly states that these must not be used as a tick box exercise, but the aim is to look for the overall majority. Sadly, this is often not the case.

Moving onto the post-threshold (upper) pay scale

Qualified teaches can apply to be paid according to the post-threshold pay scale once a year. However, progression on the upper pay scale is performance based and governing bodies make the decisions on progression, based on the school’s pay policy and whether teachers meet the following government criteria:

  • “the teacher is highly competent in all elements of the relevant standards”
  • “the teacher’s achievements and contribution to an educational setting or settings are substantial and sustained”

Teachers on the upper pay scale receive the usual salary rise when the pay scales are up-rated. Teachers don’t normally move through the upper pay scale more frequently than every two years.

What about NQT and early career teachers?

An NQT would be expected to have fewer examples of completing the standards or perhaps not all of them achieved. Remember, it is a best fit model. The objectives that have limited evidence should then form part of your performance management targets as part of a normal cycle of improvement and this should not be used super micro management but used as a tool to develop future effective leaders themselves.

How should the standards be used?

Click on the link below to see the Government’s recommendation