Appendix 2: Non-teaching staff: Linking Overall Ratings to Increments Overall Rating Increment Award No Overall Outcome No increment. Too to assess – less than 6 months in post at time of appraisal Not Met No increment Partly Met No increment Fully Achieved 1 increment – subject to maximum scale point of the grade Exceed 1 increment subject to maximum scale point of the grade plus non-consolidated one off payment of 1% Exceed – already at top of grade 2% non-consolidated one off payment Suggested Definitions for determining Ratings Rating PM Objectives Behaviours – as indicated in person spec/job desc Exceed All objectives are achieved. Performance is exceptional in all respects and always in excess of the standards required by the job: and Behaviour regularly exceeds expectations Fully Achieved All objectives are achieved (unless there is good reason why not). Performance in key tasks meets standards required : and Behaviour consistently meets required standards Partly Met Some objectives were achieved. A number of key tasks may not have been achieved to the standards required: and/or Behaviour falls short of required standards on some occasions Not Met The majority of objectives or requirements of the job were not achieved: and/or Behaviours are unacceptable Websites to support specific roles: D & T Technicians TAs & HLTAs info re CSBM, DSBM and competency framework for Business Managers and administrators. http://www.thegrid.org.uk/schoolworkforce/cpd/documents/pri_faqs_nov11.doc
Appendix 3: Professional Skills Level Descriptors Professional Area Relevant Standards Band 1: Teacher Band 2: Accomplished Teacher Band 3: Expert Teacher M1 M2 M3 M4 M5 M6 U1 U2 U3 Professional Practice 1.1(1);1.2(2,3,5) 1.3(1,3); 1.4(1,2,3); 1.5 all; 1.6 (1); 1.7(1,2,3); 1.8 (3); 2.1 (2,4); Preamble Many, but not all, aspects of teaching over time are good All aspects of teaching over time are good Many aspects of teaching over time are outstanding Professional Outcomes 1.1(2) 1.2(1,2,3) 1.5(1) 1.6 (3,4) Preamble With appropriate additional support, most pupils progress in line with school expectations Most pupils progress in line with school expectations without additional support Significant numbers of pupils exceed school expectations Professional Relationships 1.1(1) 1.6(4) 1.7(4) 1.8(2,3,5) 2.1(1,3,4) Preamble Positive working relationships established with pupils, colleagues and parents These working relationships result in good progress by all groups of pupils and productive sharing of professional practice with others. Working relationships with colleagues are characterised by an enthusiastic commitment to helping them overcome professional challenges Professional Development 1.2(4,5) 1.3(1,2,4,5) 1.4(5) 1.5(2,3,4) 1.6(1) 1.8(4) 2.1(2) 2.3 Preamble Develops professional practice in line with advice from more experienced colleagues Takes a proactive role in identifying areas for professional development, accessing advice and adapting practice Proactively leads the professional development of others in a way which leads to improved outcomes for pupils Professional Conduct 1.1(3); 1.7(1); 1.8(1); 2.1(all); 2.2; 2.3; Preamble Meets the standards for professional conduct set out in the Teachers’ Standards Meets the standards for professional conduct set out in the Teachers’ Standards Meets the standards for professional conduct set out in the Teachers’ Standards