Recommendations for School Teachers and Leaders pay and conditions in Wales.

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Here are the recommendations from the,

Teaching: A valued profession working towards
A Career, Conditions and Pay Framework
for School Teachers in Wales

It is a very important document that should be read by every member of the profession. Here is the link for the document:

https://beta.gov.wales/independent-review-teachers-pay-and-conditions

My comments are personal and show my reflections on the recommendations that have been made. Hopefully this will allow all readers to reach their own conclusions.

Recommendation 1
The new Wales version of the School Teachers’ Review Body (WSTRB) is established as soon as possible. This should be a genuinely independent body, reflecting a range of relevant expertise and specialism to address the changing nature of teachers’ professionalism anticipated by this review, and which both responds positively to an agenda described by the Cabinet Secretary as well as putting forward cogent suggestions for consideration over time. Consideration should be given to each remit period being of a two-year duration, with a phased reporting and delivery agenda and an annual review process.
To be delivered by: Welsh Government.
Category C
Comment: Speed is of the essence but it must be sustainable and agreed by all members of Welsh Government and agreed by all parties and educational stakeholders.

Recommendation 2
A new coherent ‘Career, Conditions and Pay Framework for Teachers in Wales’ document should be written. This process can use the inherited document as a reference point but should ensure a ‘fresh start’ for clarity and accessibility. The newly formed version of the Welsh School Teacher Review Body, with legal advice and support, should produce a new document, including regulations to address our immediate recommendations, by September 2019. Our recommendations focus upon the essential aspects of Career, Conditions and Pay arrangements for teachers. The new documentation should consider the recommendations in this report and only those elements of the current documentation that are essential beyond the employment legislation of the ‘Burgundy Book’. Thereafter, the regulations should be amended to take account of on-going developments.The new document should clarify the role and applicability of the ‘Burgundy Book’ which would appear to be interpreted in different ways in different areas of the country. To be delivered by: Welsh Government, Welsh School Teacher Review Body
Category B
Comment: September 2019, is immediate. It is very soon yet they need to be in place as appointments are made thus providing guidance for the future.

Recommendation 3
A major Commission should be established to ‘Re-imagine schooling in Wales’. This commission should be established immediately and required to carry out deep investigation, research and wide-ranging consultation with a view to reporting by December 2020. The resultant shared ‘Vision for 2030’ would offer a plan of gradual transition for schooling to systems and practices that would offer a truly 21st century provision. The commission would look at how we would change the school system to fit with modern and anticipated future life for families and communities. Should the rhythm of the school year, the pattern of terms and holidays and the shape of the school day be rethought? So many of the routines of schooling date from the time when schooling for all began, with schools mirroring many aspects of the working life for people of the time. Working routines today are vastly different with careers, piece work, short term contracts, shift and zero hours work being the part of many families’ routines. Might schools need to re-think their traditional ways of working to be more family friendly? Similarly, might schools be encouraged to consider different ways of working that make themselves more productive for learning? Currently, teachers and pupils experience the intense half term followed by a short holiday. Towards the end of each term, the whole school population experiences collective tiredness bordering on fatigue. Terms are of different lengths with holidays coming irregularly. Research shows that continuity and progression are important elements of learning for pupils, yet we tolerate a disjointed calendar of learning experience. Might different groups of teachers and pupils be expected to be ‘in school’ for different terms, spreading their thirty-nine weeks across a different configuration? Should we expect our school buildings to remain closed for a significant proportion of the year or could we look at better ways of using the resource available for learning? Might schools look again at timetables, homework, or the balance between lessons and other experiences, which will be especially important as work on the Areas of Learning Experience in the new curriculum become a reality? Into this would come consideration about the best ways to develop the skills of teachers and others who work with children and how to best to address their wellbeing.The Commission should also consider the future shape and deployment of those who work in the school system and the sorts of working structures that would be needed to support the re-imagined schooling system.The Vision for 2030 should support and underpin the development of the reform agenda in enabling schools to best implement the expectations of the ‘National Mission’ while charting a course for gradual and proportionate change in those aspects of schooling that need to be different over a ten-year plan. This will enable the best chance of success for the school system, respond to the needs of families and communities, improve outcomes for learners of the future and place teachers’ working conditions in a new light.
To be delivered by: Welsh Government
Category C: Commission established
Category A: Vision for 2030 published
Comment: This is a big change. At a time when the need for change management is at its greatest, further change is on its way. It is very true that fatigue sets in at the end of term. It is true that the traditional farming season isn’t suitable in our modern world however adapting term length, school holidays should not lead to less time for a child to spend with the family. It is crucial that the balance is right yet I’m fully aware in deprived areas where a warm meal might only be supplied by the school, that a need for support is required. Perhaps a differention should be made between the building as the heart of the community and the requirements placed on school staff.

Recommendation 4a

Each teacher should be expected and entitled to spend seven days per year engaged in professional learning. Four of these days should be organised by their school to meet school priorities. Three days per year should be managed by the individual teacher, within the realistic constraints of the school organisation. Evidence of the impact of professional learning on practice should be seen as a required element of the Professional Development Review process.
To be delivered by: Welsh Government, Schools
Category B
Comment: No diagreement but funding will remain an issue.

Recommendation 4b

As a transitional phase, one of the days allocated to the teacher should, for each of the next two years, be organised and managed centrally to produce a designated National Teachers’ Professional Learning Day. In the light of the interlocking nature of the transformational agenda of ‘Our National Mission’, and in order to achieve maximum benefit, the two days should be organised to occur in the Spring of years 2019 and 2020.Well managed to address phase specific issues as well as general intent, this day could have profound impact on harnessing professional energy behind ‘Our National Mission’. Using technology, the streaming of stimulating practice, linked to research, for consideration by teachers over the course of a day will have the effect of enabling every teacher to feel they are engaged in a national agenda for transformation while interpreting specifics in their own situation. The balance would need to be kept between input and in-school consideration and interpretation and maximum use would need to be made of school-based developments, such as those in Pioneer Schools. The streaming of a programme would allow parents and the wider community to be acquainted with the planned developments and to be involved … as well as pupils.While timescales may be such that the formal change to regulations may not be in place by Spring 2019, the panel would hope that all concerned embrace the spirit of the National Teachers’ Professional Learning Day in order to secure maximum benefit.
To be delivered by: Welsh Government.

Category B
Comment: Obviously, the people suggesting the Spring term don’t understand how busy this period is for Welsh-medium schools. The Eisteddfod is a fantastic experience for all children but it requires a great deal of commitment from teaching staff. The theory is sound but practically, further thought is required.

Recommendation 5
Progression in salary, for teachers and head teachers, should depend upon a Professional Development Review process which includes a consideration of the contribution to ‘Our National Mission’, the extent and impact of collaboration with schools elsewhere, the impact of the professional learning on pedagogy as well as the outcomes of pupils in the school. A Professional Development Review process that considers a rounded view of the work of the teacher and head teacher will serve to emphasise professional responsibilities while keeping pupil progress at the forefront.Appropriate regulations should be amended to reflect the change from performance management to Professional Development Review process.
To be delivered by: Welsh Government, Welsh School Teacher Review Body,
School Governing Bodies, Regional School Improvement Organisations, Local Authorities
Category C
Comment: This definitely makes sense to me however timing will be key in terms of when it will be introduced.

Recommendation 6
Effective mentoring processes for head teachers newly appointed to a school, including for head teachers beyond their first headship, should be developed. The Regional School Improvement Organisations and the National Academy for Educational Leadership should work together to rethink the use of the current Challenge Adviser time in schools to enable a strong balance between effective mentoring, support and challenge.The National Academy of Educational Leadership should also work to build and enable communities of support for dynamic school leadership through networks and collaborative arrangements. School leaders, especially head teachers need to see their own professional learning as important and to evidence its impact.
To be delivered by: Regional School Improvement Organisations, National Academy for Educational Leadership
Category C
Comment:A must.

Recommendation 7
Teachers in the early stages of their career should carry a reduced teaching commitment in addition to current Planning, Preparation and Assessment time of 10% in year 1 and 5% in year 2.This offers an extension beyond the current induction year provision for a 10% reduction which, while limited, demonstrates a commitment to a phased introduction to the profession, which should be kept under constant review with a view to further provision as resources allow. It is important this time should not be used on a weekly basis but should be consolidated to enable maximum benefit.
To be delivered by: Welsh School Teacher Review Body, Schools
Category C
Comment: The consolidation aspect of this suggestion I believe will be the key to success. It must be stressed that in the absence of the teacher, the quality of a supply should be of such a standard that very little difference is noticed.

Recommendation 8
A commitment to research-based practice should be demonstrated through a funded Master of Education programme from 2021 for any teacher in the third year of their career onwards. Beginning with the cohort that enters teaching in September 2018, this would begin the process of converting teaching into a profession qualified to Masters’ degreelevel.
To be delivered by: Welsh Government.
Category A
Comment: Although I don’t disagree, I feel it is important to say that the most academic teacher doesn’t always make the best teacher. The best teachers I have worked with have an ability to create a rapport with pupils, understand their strengths and instinctively know how to get the best from each individual.

Recommendation 9
Higher Education Institutions in Wales should be encouraged to offer a contribution to a national Master of Education programme for teachers at a negotiated cost commensurate with the expected secure volume of entrants each year. The first teaching of this programme should begin in January 2021 and be available to any teacher in the third year of teaching onwards from the cohort which begins teaching in September 2018. Such arrangements for a funded Master of Education programme would be only for those teachers on permanent contracts.
To be delivered by: Welsh Government, Higher Education Institutions
Category A
Comment: This does make sense.

Recommendation 10
Teachers in their induction year should be part funded in their registration for membership of an approved and appropriate professional body. This commitment should be managed by the Education Workforce Council as part of the registration arrangements.
To be delivered by: Welsh Government, Education Workforce Council.
Category B
Comment: Definitely.

Recommendation 11
Consideration should be given to a scheme of entitlement for a three month leave of absence for each completed ten years of service through a ‘monthly contribution from salary’. Many teachers have told the panel of their wish for a career break. This becomes important set against a working life that might soon extend to the age of seventy. While the profession itself offers new fields of experience in terms of leadership, school improvement, higher education or administration, the majority of teachers will remain in the classroom as the bedrock of the provision of experience for learners and it is vital that they have the rejuvenation of a range of experiences beyond schools.
To be delivered by: Teacher Recruitment and Retention Board
Category A: to align with other considerations
Comment: A work life balance is crucial but it concerns me that we are discussing teaching at the age of 70. In our Occupational Health departments we will have to prepare for hip replacements, zimmer frames and motor scooters. If you have worked in the early years, you realise only too well the physical demands of the role and more importantly the need to respond to the pupils with fun, enjoyment and plenty of energy.

Recommendation 12
Consideration should be given to enabling teachers with thirty-five years’ successful experience to be entitled to one day per full working week unpaid leave without penalty to pension arrangements. The panel considers that efforts can be made to slow the proportion of teachers leaving the profession prior to the end of their working life in order to pursue other, less relentless and demanding work. As illustrated, the work of the teacher is demanding, challenging and unpredictable. Many later career teachers told us that they doubted their stamina to keep going for the rest of their working life.
To be delivered by: Teacher Recruitment and Retention Board
Category A: to align with other considerations
Comment: Good idea especially regarding the pension.

Recommendation 13
All teachers with ten or more years’ successful experience should be encouraged to engage in a career check; an appraisal of the experience and consideration of professional learning opportunities from a range of permanent, temporary and part-time possibilities. This check should consider the possibility of secondments to other schools, Higher Education, Estyn, Education Workforce Council, Welsh Government and its agencies, Local Authority or Regional School Improvement Services. Each of those agencies should be encouraged to offer a number of career broadening secondments on a continuing basis to enable the wider understanding of teachers to be stimulated and their effectiveness increased.
To be delivered by: Teacher Recruitment and Retention Board
Category A: to align with other considerations
A new system role of Specialist in Pedagogy should be developed.
Comment: This would be an excellent opportunity for teachers.

Recommendation 14
These classroom teachers would each take a pivotal role in taking forward the pedagogic dimension of the Welsh reform agenda. They have three key tasks; they would extend their own proven high-level expertise, become active and deep researchers and commit to significant working with teachers in other schools.The appointment process should be equitable and transparent and open to teachers in all schools.In order to apply to become a Specialist in Pedagogy, the individual teacher would be able to demonstrate the impact of their extended professional learning upon their own pedagogy and have enjoyed at least five years of successful practice as a teacher.

To be delivered by: National Academy for Educational Leadership, Welsh School Teacher Review Body
Category A
Comment: Sounds very innovative but it could be argued that all teachers are specialists in pedagogy.

Recommendation 15
On the appointment and designation of a Specialist in Pedagogy teacher, their own school should receive an additional Newly Qualified Teacher or early career stage teacher as a full-time member of staff. This newly qualified teacher would be supported appropriately, and the supernumerary aspect of the post created will provide the flexibility to allow wider engagement in professional learning on the part of the school. In providing host schools with an additional teacher, the scheme will create additional full-time teaching posts, which would have the effect of fundamentally reducing the supply teacher pool and reducing some of the problems detailed elsewhere in this report.
To be delivered by: National Academy for Educational Leadership, Local Authorities, Regional School Improvement Organisations.
Category A
Comment: This would have to happen

Recommendation 16a
Following effective pilot schemes, up to 100 Specialists in Pedagogy per year should be appointed across the nation from September 2020 for the next five years.Thereafter, appointments should be made on a replacement basis. The panel believe that more applications would be made from the primary than from the secondary phase for the Specialist in Pedagogy remit, but appointments should be made on merit without reference to balance in phase, region or domain. Appointments should align with new curriculum intent.
To be delivered by: Welsh Government, National Academy for Educational Leadership, Local Authorities.
Category A
Comment: This makes sense.

Recommendation 16b
Each Specialist in Pedagogy should be remunerated at a rate relative to Teaching and Learning responsibility payment and offered a budget to support their work. The appointment should be for a three year period, the contract renewable by validation of effectiveness.Teachers holding a Teaching and Learning Responsibility post at higher levels would be ineligible for the role of Specialist in Pedagogy in order to ensure that the Specialist in Pedagogy role is focused upon national influence, as opposed to leadership within individual schools and provides a genuine route for those wishing to explore, experience and influence different aspects of the leadership of learning.
To be delivered by: Welsh Government, National Academy for Educational Leadership.
Category A
Comment: Again makes sense in terms of the previous recommendation.

Recommendation 17
The National Association for Educational Leadership should be charged with developing the Specialist in Pedagogy role, pilot processes, organising the processes of appointment, disseminating any research outcomes, monitoring effectiveness and setting re-validation processes. The newly established National Academy for Educational Leadership (NAEL) has as its mission a commitment to developing leadership capacity in Welsh schooling. The NAEL should also stimulate the professional learning and research elements of the work of Specialists in Pedagogy and promote and facilitate some of the necessary networks to ensure effectiveness. The NAEL’s role will not be to direct or line manage the Specialists in Pedagogy but will contribute to the professional development review process; the role is to support effectiveness for autonomous professionals.
To be delivered by: National Academy for Educational Leadership.
Category B
Comment: It would depend on the workload of the NAEL

Recommendation 18
A task and finish group should be established to test the proof of concept in establishing a new leadership role: ‘School Leadership for Wales’. The basic premise within this new protocol should be that head teachers be appointed to a school on the understanding that their tenure is to the nation rather than the individual school. Their next and subsequent school leadership roles would be negotiated by designated processes through Local Authorities and the Regional School Improvement Organisations. This would give those with oversight of all schools in their area the opportunity to plan ahead, match people to need and use expertise and experience well.
To be delivered by: Welsh Government, Local Authorities, Regional School Improvement Organisations, National Academy for Educational leadership
Category B
Comment: This would resolve for leadership in certain areas but greater detail is required including the expectation on a head teachers and the balance they would require for their family life however for those school that have difficulty filling a leadership role, it certainly answers the demand.

Recommendation 19
The new WSTRB should be asked to conduct a significant analysis of theparticular circumstances of provision for Additional Learning Needs regarding the ‘Career, Conditions and Pay Framework for Teachers in Wales’ with a view to gradually moving to a position of equity within all schools. The panel believes that support for learners with Additional Learning Needs should be more resource and school provision driven, uniform and standardised and not part of the individual teacher’s conditions of service. As the proportion of learners with Additional Learning Needs in mainstream schools rises, the significant and proportionate need is for those with expertise to be available to influence the provision more widely. This in itself provides opportunity for teachers with expertise to have a wider influence on the system and to feel a greater degree of professional responsibility and esteem to the benefit of all children and young people in Wales.
To be delivered by: Welsh Government, Welsh School Teachers Review Body
Category A
Comment: The need for Welsh-medium support is a continual feature and I believe that this should be recognised as we require Welsh speakers to provide support.

Recommendation 20
Supply teachers should be expected to be able to demonstrate their growth against the professional standards for teaching each year. As part of that process, they should be expected to demonstrate the impact of professional learning. Supply teachers should spend seven days engaged in professional learning in each school year, regardless of the extent of their supply work. Their agency should organise and manage four of these and three of the days should be managed by the individual. Where supply teachers are not registered by an agency, it should be their responsibility to find appropriate professional learning opportunities with schools or other providers.
To be delivered by: Welsh Government, Welsh School Teacher Review Body, Supply Teacher Agencies, Schools.
Category B
Comment: The mindset has to change re: supply teachers. They should be seen as having an essential role in maintaining standards and should be of the highest quality. As with the idea of school leaders, I believe that a supply workforce should be a key element of the national mission.

Recommendation 21
There should be a principle of ‘no detriment’ in building a new ‘Career, Conditions and Pay Framework for Teachers in Wales’.Where new arrangements result in a possible detriment in immediate salary terms for an individual, the teacher’s salary should be safeguarded and pegged at the current level until such time as cost of living increases equalise their pay point with the salary they are receiving.
To be delivered by: Welsh Government
Category C
Comment: Agree

Recommendation 22
For individual teachers and head teachers there should be agreed standardised national teaching and leadership pay scales with no regional or local variance. Local Authorities, as employers, should implement and monitor individual contractual adherence to the scale. The use of pay points appears to be common practice throughout Local Authorities in Wales despite the removal of explicit points from the regulations. The argument that flexibility enables schools to reward excellence and retain staff is, in the main, felt to be heavily outweighed by the advantages of transparency and the knowledge that staff with the same levels of experience and responsibility would be paid at the same salary across Wales.
With immediate effect, the flexibility exercised by Governing Bodies over the salary levels of head teachers should cease. Where a positive flexibility has already been applied, the head teacher’s current salary shall be pegged until such time as cost of living increases equalise their pay point with the salary they are receiving.
To be delivered by: Welsh Government, Welsh School Teacher Review Board, Local Authorities
Category C
Comment: Equity across Wales is important. GB award loyalty and if the definition of a school leader changes then the same would be true of the role of a GB.

Recommendation 23
Further work should be carried out to develop an offer to those who train to teach that provides financial security during their training experience, especially at PGCE level, with a focus upon the contribution of funds to support living in another area of Wales while on placement and reducing the perceived burden of debt on beginning teaching employment. The detailed work programme in this regard should be developed by the longer-term Teacher Recruitment and Retention task and finish working group.
To be delivered by: Welsh Government, Teacher Recruitment and Retention Board
Category B
Comment: Agree

Recommendation 24
There should be an adjustment in the starting point on the main pay scale for those entering teaching with relevant prior work experience in other occupations. The regulations should set out how this should be calculated, in a transparent and formulaic manner, on the basis of the number of years of relevant and successful experience incorporating a maximum entry point.Working to ensure that the route into teaching is not negatively affected for graduates into teaching will safeguard the calibre of applicants across the curriculum subject disciplines, including areas of shortage. Building public confidence and national respect for teachers is fundamental.
To be delivered by: Welsh Government, Welsh School Teacher Review Body
Category C
Comment: Totally agree with the final sentence.

Recommendation 25
Pay ranges, for teachers and leadership, for Wales should retain initially directcomparability with England as set out in the School Teachers’ Pay and Conditions document (2018).The panel further advises that future pay setting arrangements for teachers in Wales should be cautious in deviating negatively from pay awards implemented in England, due to the potential impact on relative teachers’ pay in Wales and the associated implications for recruitment and retention. This is not to say that settlements in Wales should mirror those in England. Indeed, the potential for Wales to be more attractive in career, conditions and pay is very real.
To be delivered by: Welsh Government, Welsh School Teacher Review Body
Category C
Comment: Further clarity is required.

Recommendation 26
Pay ranges should remain unchanged relative to the School Teachers’ Pay and Conditions Document (2018) for the purposes of recruitment to the profession. The average pay of new and existing teachers is not sufficiently out of line with other graduate professions in Wales to recommend any change in pay scales or ranges on this basis.
To be delivered by: Phase 1 Welsh Government.
Category C
Comment: I’m sure they are better placed than myself to make this statement.

Recommendation 27
Processes should be put in place to monitor continually teachers’ pay in Wales relative to other graduate occupations as part of future pay setting arrangements. These figures should be published annually and used to support decisions on future pay awards for teachers in Wales. This process should apply for all teachers and head teachers as well as new teachers entering the profession.
To be delivered by: Welsh Government, Welsh School Teacher Review Body
Category C
Comment: Agree

Recommendation 28
Pay portability should be factored into regulations for application in the new national teachers’ pay scale with regulations determining the precise value of relevant wider career experiences and qualifications. Teachers moving between schools in Wales or who, after a career break, continue to work in Wales should be paid according to their last pay point when working. It is recognised by the panel that, due to differences in the pay and conditions emerging between England and Wales, that it is not possible to introduce pay portability between England and Wales, or internationally. For those re-entering teaching from career experiences in other employment sectors, the regulations should acknowledge experience and qualification by determining, in a formulaic way, the starting salary on the national scale.
To be delivered by: Welsh Government, Welsh School Teacher Review Body
Category B
Comment: Again would have to bow to their greater knowledge

Recommendation 29
A Professional Development Review process for teachers should be related to the teacher’s evidence of engagement in professional learning and the extent to which it is applied and has impact upon pedagogy and outcomes. This should be used to approve the award of the annual increment for teachers.Teaching is more than an episodic series of lessons and effectiveness should not be judged on a given number of lesson observations or narrow data driven aspects of pupil performance. Teaching should be an open activity, subject to constant discourse about effective pedagogy in a community of professionals committed to the best possible longitudinal provision for learners. Teaching should also be a collaborative endeavour with measured innovation helping it to develop and each teacher taking responsibility for themselves, with leadership being exercised throughout the profession.At the heart of increased effectiveness for teachers is professional learning; the quest for personal professional growth and development.
To be delivered by: Welsh Government, Welsh School Teacher Review Body

Category C
Comment: All of the above fits with our professional standards, school as a learning organisation and our national mission.

Recommendation 30
A new nine-point national pay scale for all teachers should comprise eight annual increments based on the teacher demonstrating their reasonable professional growth towards increased sustained effective practice on the five Professional Standards for Teaching and Leadership within the context of their individual job description.This new national pay scale would combine the current main and upper pay scales and stipulate the annual nature of pay progression for all teachers except those subject to capability procedures.
To be delivered by: Welsh Government, Welsh School Teacher Review Body
Category C
Comment: Makes sense

Recommendation 31
For those teachers with an appropriate Master’s level qualification, thereshould be an uplift of one increment and a tenth salary point.For new graduates, the date of award would trigger the additional increment. For those teachers already recognised with an appropriate Master’s level degree, their date of eligibility for the additional increment should be September 2019. This additional increment should be broadly similar to the previous annual increments.The detailed arrangements for this transition should be the urgent work of the STRB to ensure the process is in place for September 2019.
To be delivered by: Welsh Government, Welsh School Teacher Review Body
Category C
Comment: The teachers would have to show they were worthy of the extra financial benefit in the classroom.

Recommendation 32
The panel recommends that the new pay progression arrangement is implemented from September 2019 and that the distinction between the Main and Upper Pay Ranges be discontinued from that point and the concept of the threshold removed.The present threshold arrangements are used effectively for a minority of schools but in the vast majority prove ineffective and a burden on workload in terms of the assembly of evidence needed for review. There is a lack of clarity about the duties of teachers who reach the Upper Pay Spine which has led to a wide variation of expectation and application. The current system of threshold assessment is not doing what was originally intended. At the time it was introduced, there were few measures of performance in schools; assessment information and data technology has made this prolific, but the difficulty of apportioning the outcomes of school performance to the impact of individual teachers is profound. This means that a teacher’s application is virtually automatically approved, save clear and evident cases of capability. This was not the original intention, but practice has determined the reality and there is evidence of inconsistency of practice. The time spent preparing for the threshold process adds to the work of teachers rather than encouraging reflection on effectiveness. The panel believes that the threshold arrangements have outlived their usefulness to teachers and to learners.
To be delivered by: Welsh Government, Welsh School Teacher Review Body.
Category C
Comment: The HR consequences for every school are massive, it will remind head teachers like myself of job evaluations.

Recommendation 33
The concept of a Teaching and Learning Responsibility (TLR) payment system should be retained, with clarified national scales introduced and operated scrupulously. The focus for TLR arrangements should be on leading pedagogy, sustaining effective school leadership and school improvement and stimulating career development prospects. The new TLR system should be structured around five levels with Level 1 being the lowest and level 5 being the highest levels of formal responsibility. This will replace the current classifications of three pay ranges (1-3) and the practice of sub levels (A￾C), which should be discontinued as it is widely found to be confusing. Each of the five levels should be a fixed allowance. The lower levels could be temporary or permanent and Levels 3, 4 and 5 should be permanent. The new WSTRB arrangement should realign pay allowances for the levels for TLR payments within the minimum and maximum of the current arrangements.The panel believes that the use of the new Level 1 TLRs should be encouraged particularly in primary schools, and especially to promote the development of leadership in early career teachers. Levels 3, 4 and 5 should carry with them increasingly significant elements of leadership responsibility and accountability for the work of other teachers.
To be delivered by: Welsh Government, Welsh School Teacher Review Body.
Category B
Comment: Again HR consequences are my main concern.

Recommendation 34
The role of ‘leading practitioner’ should cease and a new approach should be established to encourage the leadership of innovation, collaboration of professional learning and pedagogic practice.The Specialist in Pedagogy role will better meet the ambition to recognise and empower classroom teachers with high levels of expertise. For those teachers currently designated as Leading Practitioners, their role should remain unchanged until a natural ending occurs.The detailed arrangements for this transition should be the urgent work of the WSTRB to ensure process is in place for September 2019.
To be delivered by: Welsh Government, Welsh School Teacher Review Body.
Category C
Comment: Depends on the role of the Specialist.

Recommendation 35
Detailed consideration should be given to the feasibility of establishing an independent board to determine the initial head teacher salary level for each individual school that seeks to appoint a head teacher to a vacancy. A board should comprise three individuals who apply a consistent formula to the vacant post and arrive at the determined salary for that post. The board would be selected from a national board of approximately twenty five appropriate people across the country to ensure a level of knowledge of the particular school and impartiality. Contextual factors would be considered, including the current outcomes and level of performance of the school and its recent history. The panel believes that such a process would have considerable merit, aligning transparency with the recognition of variable circumstances within the context of school size. This detailed consideration should be concluded in time to be implemented, if feasible, from September 2019.
To be delivered by: Welsh Government, Welsh School Teacher Review Body
Category C

Comment: It would have to beequitable across wales.

Recommendation 36
Deputy head teacher and assistant head teachers should be paid at a scale that equates to a minimum and maximum percentile of the salary paid to the head teacher. To enable governors to determine appropriate points within the range, the WSTRB should provide detailed advice.Pay flexibility has distorted differentials at deputy and assistant head teacher levels and a detailed review should look at case studies in order to analyse and recommend appropriate proportionate pay for these responsibilities.
To be delivered by: Welsh Government, Welsh School Teacher Review Body
Category B
Comment: Makes sense.

Recommendation 37
There should be an agreed national leadership pay scale which sets pay points for both Executive Head Teachers and Heads of School and their deputies where appropriate and that each new arrangement is subject to the salary setting procedure by independent panel proposed in Recommendation 36.In adjusting the pay of leaders in these new roles, the underlying principle should be that the Executive Head Teacher is paid at no more than a level of one group size above the biggest school in the federation. The Head of School and, where appropriate the deputy head teacher in a federated school, should be paid at a level one group size below that of the individual school in which they are based. This will necessitate the determination of an additional group for the small number of instances where the biggest school is already in Group 8.Any new arrangements for school re-organisation should be included within the provision of Recommendation 36
To be delivered by: Welsh Government, Welsh School Teacher Review Body.
Category C
Comment: Makes sense

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