Common use of Pay Progression Clause in Contracts

Pay Progression. (a) Teachers shall progress to the appropriate base scale maximum shown on the scale subject to the employer attesting that the teacher has met the appropriate level of the Professional Standards for Secondary Teachers – Criteria for Quality Teaching appended as Supplement 1 to this agreement. (b) Assessment against Professional Standards (i) A beginning teacher may have up to two assessments against the beginning teacher standards or three if registration is delayed, before assessment against the classroom teacher standards. However, beginning teachers may be assessed against the classroom teacher standards from an earlier date if progress warrants it and the teacher and appraiser agree. (ii) Teachers will be assessed against the classroom teacher criteria once fully registered or after two years in the case of teachers holding Limited Authority to Teach (LAT) status. (iii) Classroom teachers may have three assessments against the classroom teacher standards but all teachers (including LATs) will be assessed against the experienced teacher standards once they have reached their appropriate base scale maxima. The only exception is teachers who have reached their base scale maxima before having up to two assessments against the beginning teacher standards (or three if registration is delayed) and up to three assessments against the classroom teacher standards. These teachers may have up to three beginning teacher standards assessments and up to three classroom teacher standards assessments before being assessed against the experienced teacher standards. (iv) Teachers who hold units and who have assumed a specified leadership, pastoral, administrative or task-specific responsibility in respect of their unit or units will be assessed against the relevant criteria for teachers holding units together with the standards applicable to their level of experience in respect of their classroom teaching duties. (c) When setting performance expectations and development objectives with individual teachers for the coming year, appraisers and the individual teachers shall have regard for: (i) The number of years taught and the appropriate level of the professional standards to be applied; (ii) The subject(s), the class level(s) and the nature of classes taught; (iii) The degree to which achievement and development are expected within each criterion; (iv) Any other agreed factors. (d) Subject to 4.2.3 (a), (b) and (c) above, pay progression applies in the following ways: (i) All full-time and permanent part-time teachers whose salary commencement is described by 4.2.2 (a) or (b) above shall, after completing one year on each step, progress to the appropriate qualifications maximum shown on the scale; (ii) Teachers who do not have a subject/specialist qualification defined by a ‘G’ notation and who have not completed a recognised course of teacher education shall progress after completing one year on each step, to step 4 of the Base Scale – Untrained Teachers; (iii) Non-permanent part-time teachers employed for fewer than 20 hours a week shall advance to the next step on completion of each 1000 hours. Credit towards each increment shall be based on class contact hours only and shall not include the 11% loading which applies in calculating salary. Salary credits will be calculated to the nearest month.

Pay Progression. (a) Teachers shall progress to the appropriate base scale maximum shown on the scale subject to the employer attesting that the teacher has met the appropriate level of the Professional Standards for Secondary Teachers – Criteria for Quality Teaching appended as Supplement 1 to this agreement. (b) . Assessment against Professional Standards (i) Standards A beginning teacher may have up to two assessments against the beginning teacher standards or three if registration is delayed, before assessment against the classroom teacher standards. However, beginning teachers may be assessed against the classroom teacher standards from an earlier date if progress warrants it and the teacher and appraiser agree. (ii) . Teachers will be assessed against the classroom teacher criteria once fully registered or after two years in the case of teachers holding Limited Authority to Teach (LAT) status. (iii) . Classroom teachers may have three assessments against the classroom teacher standards but all teachers (including LATs) will be assessed against the experienced teacher standards once they have reached their appropriate base scale maxima. The only exception is teachers who have reached their base scale maxima before having up to two assessments against the beginning teacher standards (or three if registration is delayed) and up to three assessments against the classroom teacher standards. These teachers may have up to three beginning teacher standards assessments and up to three classroom teacher standards assessments before being assessed against the experienced teacher standards. (iv) . Teachers who hold units and who have assumed a specified leadership, pastoral, administrative or task-specific responsibility in respect of their unit or units will be assessed against the relevant criteria for teachers holding units together with the standards applicable to their level of experience in respect of their classroom teaching duties. (c) . When setting performance expectations and development objectives with individual teachers for the coming year, appraisers and the individual teachers shall have regard for: (i) : The number of years taught and the appropriate level of the professional standards to be applied; (ii) ; The subject(s), the class level(s) and the nature of classes taught; (iii) ; The degree to which achievement and development are expected within each criterion; (iv) ; Any other agreed factors. (d) . Subject to 4.2.3 (a), (b) and (c) above, pay progression applies in the following ways: (i) : All full-time and permanent part-time teachers whose salary commencement is described by 4.2.2 (a) or (b) above shall, after completing one year on each step, progress to the appropriate qualifications maximum shown on the scale; (ii) Teachers who do not have a subject/specialist qualification defined by a ‘G’ notation and who have not completed a recognised course of teacher education shall progress after completing one year on each step, to step 4 of the Base Scale – Untrained Teachers; (iii) Non-permanent part-time teachers employed for fewer than 20 hours a week shall advance to the next step on completion of each 1000 hours. Credit towards each increment shall be based on class contact hours only and shall not include the 11% loading which applies in calculating salary. Salary credits will be calculated to the nearest month.by

Pay Progression. (a) Teachers shall progress to the appropriate base scale maximum shown on the scale subject to the employer attesting that the teacher has met the appropriate level of the Professional Standards for Secondary Teachers – Criteria for Quality Teaching appended as Supplement 1 to this agreement. (b) Assessment against Professional Standards (i) A beginning teacher may have up to two assessments against the beginning teacher standards or three if registration is delayed, before assessment against the classroom teacher standards. However, beginning teachers may be assessed against the classroom teacher standards from an earlier date if progress warrants it and the teacher and appraiser agree. (ii) Teachers will be assessed against the classroom teacher criteria once fully registered or after two years in the case of teachers holding Limited Authority to Teach (LAT) status. (iii) Classroom teachers may have three assessments against the classroom teacher standards but all teachers (including LATs) will be assessed against the experienced teacher standards once they have reached their appropriate base scale maxima. The only exception is teachers who have reached their base scale maxima before having up to two assessments against the beginning teacher standards (or three if registration is delayed) and up to three assessments against the classroom teacher standards. These teachers may have up to three beginning teacher standards assessments and up to three classroom teacher standards assessments before being assessed against the experienced teacher standards. (iv) Teachers who hold units and who have assumed a specified leadership, pastoral, administrative or task-specific responsibility in respect of their unit or units will be assessed against the relevant criteria for teachers holding units together with the standards applicable to their level of experience in respect of their classroom teaching duties. (c) When setting performance expectations and development objectives with individual teachers for the coming year, appraisers and the individual teachers shall have regard for: (i) The number of years taught and the appropriate level of the professional standards to be applied; (ii) The subject(s), the class level(s) and the nature of classes taught; (iii) The degree to which achievement and development are expected within each criterion; (iv) Any other agreed factors. (d) Subject to 4.2.3 (a), (b) and (c) above, pay progression applies in the following ways: (i) All full-time and permanent part-time teachers whose salary commencement is described by 4.2.2 (a) or (b) above shall, after completing one year on each step, progress to the appropriate qualifications maximum shown on the scale; (ii) Teachers who do not have a subject/specialist qualification defined by a ‘G’ notation and who have not completed a recognised course of teacher education shall progress after completing one year on each step, to step 4 of the Base Scale – Untrained Teachers; (iii) Non-permanent part-time teachers employed for fewer than 20 hours a week shall advance to the next step on completion of each 1000 hours. Credit towards each increment shall be based on class contact hours only and shall not include the 11% loading which applies in calculating salary. Salary credits will be calculated to the nearest month. (iv) Short-term relievers shall progress from one step to the next upon completion of each 190 days or 950 hours’ relieving service, subject to satisfactory performance as attested by the principal of a school where the teacher has recently been employed as a relief teacher.

Pay Progression. (a) Teachers shall progress to the appropriate base scale maximum shown on the scale subject to the employer attesting that the teacher has met the appropriate level of the Professional Standards for Secondary Teachers – Criteria for Quality Teaching appended as Supplement 1 to this agreement. (b) . Assessment against Professional Standards (i) Standards A beginning teacher may have up to two assessments against the beginning teacher standards or three if registration is delayed, before assessment against the classroom teacher standards. However, beginning teachers may be assessed against the classroom teacher standards from an earlier date if progress warrants it and the teacher and appraiser agree. (ii) . Teachers will be assessed against the classroom teacher criteria once fully registered or after two years in the case of teachers holding Limited Authority to Teach (LAT) status. (iii) . Classroom teachers may have three assessments against the classroom teacher standards but all teachers (including LATs) will be assessed against the experienced teacher standards once they have reached their appropriate base scale maxima. The only exception is teachers who have reached their base scale maxima before having up to two assessments against the beginning teacher standards (or three if registration is delayed) and up to three assessments against the classroom teacher standards. These teachers may have up to three beginning teacher standards assessments and up to three classroom teacher standards assessments before being assessed against the experienced teacher standards. (iv) . Teachers who hold units and who have assumed a specified leadership, pastoral, administrative or task-specific responsibility in respect of their unit or units will be assessed against the relevant criteria for teachers holding units together with the standards applicable to their level of experience in respect of their classroom teaching duties. (c) . When setting performance expectations and development objectives with individual teachers for the coming year, appraisers and the individual teachers shall have regard for: (i) : The number of years taught and the appropriate level of the professional standards to be applied; (ii) ; The subject(s), the class level(s) and the nature of classes taught; (iii) ; The degree to which achievement and development are expected within each criterion; (iv) ; Any other agreed factors. (d) . Subject to 4.2.3 (a), (b) and (c) above, pay progression applies in the following ways: (i) : All full-time and permanent part-time teachers whose salary commencement is described by 4.2.2 4.2.2 (a) or (b) above shall, after completing one year on each step, progress to the appropriate qualifications maximum shown on the scale; (ii) ; Teachers who do not have a subject/specialist qualification defined by a ‘G’ notation and who have not completed a recognised course of teacher education shall progress after completing one year on each step, to step 4 of the Base Scale – Untrained Teachers; (iii) ; Non-permanent part-time teachers employed for fewer than 20 hours a week shall advance to the next step on completion of each 1000 hours. Credit towards each increment shall be based on class contact hours only and shall not include the 11% loading which applies in calculating salary. Salary Xxxxxx credits will be calculated to the nearest month. Short-term relievers shall progress from one step to the next upon completion of each 190 days or 950 hours’ relieving service, subject to satisfactory performance as attested by the principal of a school where the teacher has recently been employed as a relief teacher.

Pay Progression. (a) Teachers shall progress to the appropriate base scale maximum shown on the scale subject to the employer attesting that the teacher has met the appropriate level of the Professional Standards for Secondary Teachers – Criteria for Quality Teaching appended as Supplement 1 to this agreement. (b) Assessment against Professional Standards (i) A beginning teacher may have up to two assessments against the beginning teacher standards or three if registration is delayed, before assessment against the classroom teacher standards. However, beginning teachers may be assessed against the classroom teacher standards from an earlier date if progress warrants it and the teacher and appraiser agree. (ii) Teachers will be assessed against the classroom teacher criteria once fully registered or after two years in the case of teachers holding Limited Authority to Teach (LAT) status. (iii) Classroom teachers may have three assessments against the classroom teacher standards but all teachers (including LATs) will be assessed against the experienced teacher standards once they have reached their appropriate base scale maxima. The only exception is teachers who have reached their base scale maxima before having up to two assessments against the beginning teacher standards (or three if registration is delayed) and up to three assessments against the classroom teacher standards. These teachers may have up to three beginning teacher standards assessments and up to three classroom teacher standards assessments before being assessed against the experienced teacher standards. (iv) Teachers who hold units and who have assumed a specified leadership, pastoral, administrative or task-specific responsibility in respect of their unit or units will be assessed against the relevant criteria for teachers holding units together with the standards applicable to their level of experience in respect of their classroom teaching duties. (c) When setting performance expectations and development objectives with individual teachers for the coming year, appraisers and the individual teachers shall have regard for: (i) The number of years taught and the appropriate level of the professional standards to be applied; (ii) The subject(s), the class level(s) and the nature of classes taught; (iii) The degree to which achievement and development are expected within each criterion; (iv) Any other agreed factors. (d) Subject to 4.2.3 (a), (b) and (c) above, pay progression applies in the following ways: (i) All full-time and permanent part-time teachers whose salary commencement is described by 4.2.2 (a) or (b) above shall, after completing one year on each step, progress to the appropriate qualifications maximum shown on the scale; (ii) Teachers who do not have a subject/specialist qualification defined by a ‘G’ notation and who have not completed a recognised course of teacher education shall progress after completing one year on each step, to step 4 of the Base Scale – Untrained Teachers; (iii) Non-permanent part-time teachers employed for fewer than 20 hours a week shall advance to the next step on completion of each 1000 hours. Credit towards each increment shall be based on class contact hours only and shall not include the 11% loading which applies in calculating salary. Salary Xxxxxx credits will be calculated to the nearest month. (iv) Short-term relievers shall progress from one step to the next upon completion of each 190 days or 950 hours’ relieving service, subject to satisfactory performance as attested by the principal of a school where the teacher has recently been employed as a relief teacher.

Pay Progression. (a) Teachers shall progress to the appropriate base scale maximum shown on the scale subject to the employer attesting that the teacher has met the appropriate level of the Professional Standards for Secondary Teachers – - Criteria for Quality Teaching appended as Supplement 1 to this agreement. (b) Assessment against Professional Standards (i) A beginning teacher may have up to two assessments assessment against the beginning teacher standards or three if registration is delayed, before assessment against the classroom teacher standards. However, beginning teachers may be assessed against the classroom teacher standards from an earlier date if progress warrants it and the teacher and appraiser agree. (ii) Teachers will be assessed against the classroom teacher criteria once fully registered or after two years in the case of teachers holding Limited Authority to Teach (LAT) status. (iii) Classroom teachers may have three assessments against the classroom teacher standards but all teachers (including LATs) will be assessed against the experienced theexperienced teacher standards once they have reached their appropriate base scale maxima. The only exception is teachers who have reached their base scale maxima before having up to two assessments against the beginning teacher standards (or three if registration is delayed) and up to three assessments against the classroom teacher standards. These teachers may have up to three beginning teacher standards assessments and up to three classroom teacher standards assessments before being assessed against the experienced teacher standards. (iv) Teachers who hold units and who have assumed a specified leadership, pastoral, pastoral administrative or task-specific responsibility in respect of their unit or units will be assessed against the relevant criteria for teachers holding units together with the standards applicable to their level of experience in respect of their classroom teaching duties. (c) When setting performance expectations and development objectives with individual teachers for the coming year, appraisers and the individual teachers shall have regard for: (i) The number of years taught and the appropriate level of the professional standards to be applied; (ii) The subject(s), the class level(s) and the nature of classes taught; (iii) The degree to which achievement and development are expected within each criterion; (iv) Any other agreed factors. (d) Subject to 4.2.3 (a), (b) and (c) above, pay progression applies in the following ways: (i) All full-time and permanent part-time teachers whose salary commencement is described by 4.2.2 (a) or (b) above shall, after completing one year on each step, progress to the appropriate qualifications maximum shown on the scale; (ii) Teachers who do not have a subject/specialist qualification defined by a ‘G’ notation degree or recognised equivalent and who have not completed a recognised course of teacher education shall progress progress, after completing one year on each step, to step Step 4 of the Base Scale – Untrained Teachersbase scale; (iii) Non-permanent part-time teachers employed for fewer than 20 hours a week shall advance to the next step on completion of each 1000 hours. Credit towards each increment shall be based on class contact hours only and shall not include the 11% loading which applies in calculating salary. Salary Xxxxxx credits will be calculated to the nearest month.