Developing Leaders and Rewarding Career Development

One thorny issue for Head Teachers and Chairs of Governors is how to steer a path through the School Teachers’ Pay and Conditions Document to assist with developing future senior leadership team members.  For example, if you wish to encourage an individual to take on a much wider leadership role but do not have a vacant Assistant Head or Deputy Head Teacher role can you simply promote an individual temporarily to such a role for development purposes?

One may argue that development opportunities are motivating in themselves without the need for reward or recognition.  However, that motivation wears thin when the individual is expected to perform fully as a ‘leader’ but without recognition.

If the individual is employed on and subject to the School Teachers’ Terms and Conditions of Employment the position is quite clear under the 2013 STPCD. Academies may have more freedom.  First, we shall review the options for a non academy school.

The Leadership Pay Range

Individuals paid on the leadership pay range are normally expected to carry out roles comparable to either a Head Teacher, Deputy Head or Assistant Head Teacher.

The type of duties expected of the latter two roles are set out in section 49 of the 2013 terms e.g. “… in addition to carrying out the professional duties of a teacher other than a headteacher including those duties particularly assigned by the head teacher, the individual must play a major role under the overall direction of the headteacher in:

(a) formulating the aims and objectives of the school;
(b) establishing the policies through which they are to be achieved;
(c) managing staff and resources to that end; and
(d) monitoring progress towards their achievements.

and must undertake any professional duties of the headteacher reasonably delegated by the headteacher. “

The above requirements mean that, in many cases, an individual can not be placed on the leadership pay range for development as the terms stand currently. Whether the DfE will consider this further, in the current review of the Leadership pay and terms, remains to be seen.

The above terms would also rule out the creation of leadership style roles by other job titles if they do not meet the above key requirements. So what options are available to recognise staff who are willing to undergo development for future senior leadership posts?

Recognising Development via TLRs

A TLR 1 or 2 or 3 can only be awarded to a classroom teacher i.e. a qualified teacher but the definition of a classroom teacher excludes those on:

  • the Leadership Range
  • the Leading Practitioner Range
  • the Unqualified teacher Range (also known as instructors)

TLR 1 and 2 allowances are for long term responsibilities and so not suitable for a temporary development period. However, cover for an absent colleague may provide an opportunity to take on the role and receive a TLR for the period of absence.

A fixed term TLR 3 may be awarded for a project or responsibility that is required for a limited period. This would be useful to recognise an individual undertaking a development project and has the guarantee that salary safeguarding does not apply when the project is completed.

Recruitment or Retention Incentives and Benefits

It may be tempting to consider awarding a retention incentive to recognise individual development especially as such awards can take the form of either a payment or other form of financial assistance or support or benefit. Even so the allowances are intended for specific circumstances and are not generally suitable for development.

Unlike TLRs, there is no restriction on the level of teacher that may be given such an incentive. However they are specific to new teacher (recruitment incentive) or an existing teacher (retention incentive). Such incentives are not payable as a reward for specific responsibilities nor to supplement pay for other purposes beyond retention or recruitment.

Developing Leaders – Career Progression

If a teacher can not be appointed permanently to a leadership role, then career development and progression can take many forms such as:

  • Acting role in a leadership position to cover for an absent colleague.
  • Upper Pay or Main Pay Range teacher with a TLR 3 for a fixed period to say undertake a project to gain experience.
  • Upper Pay or Main Pay Range teacher with a TLR 1 or 2 according to the nature of the additional and permanent requirement for the TLR.

Career development can be fostered in many ways such as:

  • Project work or membership of a project group;
  • Secondment to another role or school;
  • Development events to raise the horizons of the individual
  • ‘Research’ projects to deepen and widen understanding
  • Visits, guided reading, coaching etc.

Staff Subject to an Academy’s Own Terms of Employment

If the Academy has implemented its own terms of employment for teachers and staff have been contracted under those, then those terms will replace the STPCD. An academy has the opportunity to design a pay structure to meet its services needs including succession planning and the development of staff for future leadership roles. An academy may make payments for developmental activities, if appropriate.

The DfE has a Chance to Encourage Succession Planning and Development

In the review of the Leadership pay range and terms, the DfE is urged to consider how the terms cam be fashioned to provide some flexibility to encourage and reward development. For example, extending the principle of TLR 3 allowances to other pay ranges and excluded roles may be one option.

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© 2013 HR Management Dimensions

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