Welsh LEAs will be responsible for training headteachers and for organising the programme of external assessments which will verify headteachers' decisions on candidates. Standards for passing the threshold will be the same in Wales as in England and assessors will be subject to the same accreditation process.
Application forms will be sent to teachers in Wales on 30 June 2000, for return to headteachers by 29 September. The deadline for return of applications will be 30 November, although headteachers of small schools will be encouraged to submit completed application forms by 30 October; and headteachers with more than 40 applicants will have until 8th December.
All assessments should have taken place and candidates notified by the end of February 2001, so that all due payments will be made by March 2001, backdated to September 2000.
and make teaching more attractive. Too many teachers find themselves stuck at a salary of about£24,000 with no further rewards unless they take on extra responsibilities. So we have introduced a new higher salary scale of up to£30,000 a year for teachers who show sustained levels of achievement and commitment.
'To secure the extra£2,000, teachers will be assessed against national standards which cover all areas of their work and which will recognise: the way teachers have helped pupils to improve; a good understanding by the teacher of the subjects they are teaching; good planning and delivery in teaching; and the teacher's wider
professional effectiveness and characteristics.
'We want the new system to operate with a minimum of bureaucracy while ensuring it is fair and rigorous, and I urge teachers to make the most of this opportunity.'
Geoff Jones, education Spokesman for the Welsh Local Government Association, said:
'Local government in Wales is fully committed to working in partnership to continually improve standards in schools. The new pay spine will help to reward teachers whose commitment and ability is helping pupils to realise their full potential. The education authorities will ensure that the standards are properly applied within the Welsh context, with due regard to the Welsh curriculum
and the Welsh language.'
The threshold standards are attached.
1. From 1 September, there will be a new upper pay range for classroom teachers and a series of additional cash allowances for management, special needs work and recruitment and retention, which will replace the current system of additional pay points. There will also be a new leadership group, with a separate new pay spine, for
heads, deputies and - depending on schools' decisions on their best management structure - senior teachers who play a significant strategic role in the school.
2. Additional funding for the new pay structure will be made available in the initial years through three new grants:
Schools can draw down£2,000 plus on costs via their LEAs for the extra pay of each teacher who is successful at the performance threshold. There will be no quota. These costs will be fully funded by the government.
Schools will be able to claim a one-off restructuring grant in academic year 2000/01 of£2,000 plus on costs in respect of every senior teacher promoted to the new leadership pay spine. After the first year the equivalent resources will be added to education standard spending.
A cash-limited grant will support pay progression based on performance for headteachers, deputies and ASTs. It will also support the assimilation of deputies to the new leadership spine. Further details of this grant will be announced later.
3. Welsh LEAs, working in 5 regionally-based consortia, will manage the administration of the performance threshold on behalf of the secretary of state for education and employment, who retains responsibility for teachers pay and conditions in Wales.
4. Further information on the threshold procedures is available on the teaching reforms website on http://www.dfee.gov.uk/teachingreforms
Knowledge and understanding: teachers should demonstrate that they have a thorough and up-to-date knowledge of the teaching of their subject(s) and take account of wider curriculum developments which are relevant to their work.
Teaching and assessment: teachers should demonstrate that they consistently and effectively:
plan lessons and sequences of lessons to meet pupils' individual learning needs use a range of appropriate strategies for teaching and classroom management use information about prior attainment to set well-grounded expectations for pupils and monitor progress to give clear and constructive feedback.
Pupil progress: Teachers should demonstrate that, as a result of their teaching, their pupils achieve well relative to the pupils' prior attainment, making progress as good or better than similar pupils nationally. This should be shown in marks or grades in any relevant national tests or examinations, or school based assessment
for pupils where national tests and examinations are not taken.
Wider professional effectiveness: teachers should demonstrate that they:
take responsibility for their professional development and use the outcomes to improve their teaching and pupils' learning make an active contribution to the policies and aspirations of the school.
Professional characteristics: teachers should demonstrate that they are effective professionals who challenge and support all pupils to do their best through:
inspiring trust and confidence
building team commitment
engaging and motivating pupils
positive action to improve the quality of pupils' learning