From MAs to From MAs to TLRsTLRs

TEACHERS’ PAYTEACHERS’ PAYIN THE MELTING POT IN THE MELTING POT

OVERVIEWOVERVIEW

““IN THE MELTING POT”IN THE MELTING POT”

No payments safe, all members affectedNo payments safe, all members affected

not an assimilation exercisenot an assimilation exercise linked to remodelling and based on cutting linked to remodelling and based on cutting

the teachers’ paybillthe teachers’ paybill restructuring could remove any paymentsrestructuring could remove any payments

three year cash safeguarding onlythree year cash safeguarding only cuts in pay and pensions for many teacherscuts in pay and pensions for many teachers fewer career prospects for othersfewer career prospects for others

WHAT IS A “RIG”?WHAT IS A “RIG”?

““Rewards & Incentives Group”Rewards & Incentives Group”

DfESDfES National Employers OrganisationNational Employers Organisation ATL, NASUWT, PAT, SHA – and formerly NAHTATL, NASUWT, PAT, SHA – and formerly NAHT

joint proposals to STRB, accepted by STRB joint proposals to STRB, accepted by STRB and by Secretary of Stateand by Secretary of State

NUT NUT excludedexcluded from RIG from RIG

HOW THE TLRHOW THE TLR SYSTEM EMERGED SYSTEM EMERGED

2002 – STRB asked to consider MA system:2002 – STRB asked to consider MA system: too many MAs? not focused on teaching & too many MAs? not focused on teaching &

learning? used for R&R or PRP purposes?learning? used for R&R or PRP purposes?

2003 – STRB agrees changes are needed2003 – STRB agrees changes are needed proposes discussions between proposes discussions between allall the parties the parties

2004-5 – development of TLR system2004-5 – development of TLR system RIG discussions – NUT excludedRIG discussions – NUT excluded RIG proposals accepted by STRB and Ruth KellyRIG proposals accepted by STRB and Ruth Kelly

THE NUT’S STANCETHE NUT’S STANCE

Continued opposition to TLR systemContinued opposition to TLR system

Opposition to reduction in number of Opposition to reduction in number of posts of responsibilityposts of responsibility

Protection for members against any Protection for members against any loss of pay resulting from loss of pay resulting from introduction of TLRsintroduction of TLRs

THE TLR SYSTEM THE TLR SYSTEM EXPLAINEDEXPLAINED

SUMMARY OF THE TLR SUMMARY OF THE TLR SYSTEM (1)SYSTEM (1)

No nationally prescribed levels or No nationally prescribed levels or values for TLR paymentsvalues for TLR payments

Schools to decide:Schools to decide: number of posts of responsibilitynumber of posts of responsibility number of different levels of TLR paymentsnumber of different levels of TLR payments actual values of TLR paymentsactual values of TLR payments

SUMMARY OF THE TLR SUMMARY OF THE TLR SYSTEM (2)SYSTEM (2)

Two TLR bandsTwo TLR bands

Prescribed minima and maxima:Prescribed minima and maxima: TLR1: minimum £6,500 maximum £11,000TLR1: minimum £6,500 maximum £11,000 TLR2: minimum £2,250 maximum £5,500TLR2: minimum £2,250 maximum £5,500 more than 1 level of payment possible more than 1 level of payment possible

within these limitswithin these limits

CRITERIA FOR TLR CRITERIA FOR TLR PAYMENTS (1)PAYMENTS (1)

To qualify for To qualify for anyany TLR payment TLR payment

significant responsibility not required of all significant responsibility not required of all classroom teachersclassroom teachers

focused on teaching and learning focused on teaching and learning requiring teachers’ professional skills and requiring teachers’ professional skills and

judgementjudgement

CRITERIA FOR TLR CRITERIA FOR TLR PAYMENTS (2)PAYMENTS (2)

To qualify for To qualify for anyany TLR payment (contd) TLR payment (contd)

leading, managing & developing a subject leading, managing & developing a subject or curriculum area or curriculum area

OR leading, managing & developing pupil OR leading, managing & developing pupil development across the curriculumdevelopment across the curriculum

impact on educational progress beyond impact on educational progress beyond the teacher’s assigned pupilsthe teacher’s assigned pupils

leading, developing and enhancing the leading, developing and enhancing the teaching practice of othersteaching practice of others

CRITERIA FOR TLR CRITERIA FOR TLR PAYMENTS (3)PAYMENTS (3)

To qualify for TLR1 paymentsTo qualify for TLR1 payments

having line management responsibility for a having line management responsibility for a significant number of peoplesignificant number of people

Responsibility for which a TLR is Responsibility for which a TLR is awarded should be clearly defined in awarded should be clearly defined in the job descriptionthe job description

LEVEL OF PAYMENTS (1)LEVEL OF PAYMENTS (1)

Schools determine their valuesSchools determine their values

Decisions on payment levels must :Decisions on payment levels must : ““have a clear rationale”have a clear rationale” ““be made against clear published criteria be made against clear published criteria

with differences between posts attracting with differences between posts attracting different levels clearly delineated”different levels clearly delineated”

““take into account differential job weight and take into account differential job weight and meet the provisions of equal pay, equality meet the provisions of equal pay, equality and other relevant legislation” (RIG and other relevant legislation” (RIG proposals)proposals)

LEVEL OF PAYMENTS (2)LEVEL OF PAYMENTS (2)

Spot values not scalesSpot values not scales

More than 1 level possible in each More than 1 level possible in each band:band:

Minimum differentials of £1,500Minimum differentials of £1,500 Up to 3 levels possible at TLR2Up to 3 levels possible at TLR2 Up to 4 levels possible at TLR1Up to 4 levels possible at TLR1

SAFEGUARDINGSAFEGUARDING

Cash safeguarding for 3 years onlyCash safeguarding for 3 years only difference between existing MA and any TLR difference between existing MA and any TLR

awarded will be safeguardedawarded will be safeguarded may be lost earlier due to promotion or may be lost earlier due to promotion or

incremental progressionincremental progression does not apply to teachers with post April does not apply to teachers with post April

2004 “temporary” MAs2004 “temporary” MAs

Additional responsibility or work may Additional responsibility or work may be required to retain safeguardingbe required to retain safeguarding

ANYTHING ELSE?ANYTHING ELSE?

TLRs not to be used for SEN, R&R or TLRs not to be used for SEN, R&R or performanceperformance

Permanent payments only:Permanent payments only: ““no justifiable rationale for other than permanent no justifiable rationale for other than permanent

payments to be made for such responsibilities” payments to be made for such responsibilities” except eg cover for secondments, maternity except eg cover for secondments, maternity

leave or vacancies pending permanent leave or vacancies pending permanent appointmentappointment

MAs stay frozen pending their abolitionMAs stay frozen pending their abolition

IMPLEMENTATION OFIMPLEMENTATION OFTHE TLR SYSTEMTHE TLR SYSTEM

THE TIMETABLETHE TIMETABLE

TLRs to be introduced from 1 January TLRs to be introduced from 1 January 2006 2006

MAs to be abolished after 31 December MAs to be abolished after 31 December 20052005

Staffing structures to be reviewed and Staffing structures to be reviewed and revised by 31 December 2005revised by 31 December 2005

Three year transition to new structuresThree year transition to new structures

PHASE 1 – REVIEWING PHASE 1 – REVIEWING STAFFING STRUCTURES STAFFING STRUCTURES

(1)(1)

Schools are required to:Schools are required to:

review the structure in consultation with review the structure in consultation with union representatives & staffunion representatives & staff

determine proposals for implementing TLRs determine proposals for implementing TLRs and any other changes, plus and any other changes, plus plan for plan for implementation, implementation, by 31 December 2005by 31 December 2005

Schools are not required to alter the Schools are not required to alter the structure – only to determine how to structure – only to determine how to implement TLRs in place of MAsimplement TLRs in place of MAs

PHASE 1 – REVIEWING PHASE 1 – REVIEWING STAFFING STRUCTURES STAFFING STRUCTURES

(2)(2)

NUT position:NUT position:““No detriment” and minimum changesNo detriment” and minimum changes

Reorganise the structure?Reorganise the structure?

alter or reduce responsibility paymentsalter or reduce responsibility payments alter or reduce teaching postsalter or reduce teaching posts extensive consultation, disruption and extensive consultation, disruption and

disaffectiondisaffection not required by law - is it needed?not required by law - is it needed?

PHASE 1 – REVIEWING PHASE 1 – REVIEWING STAFFING STRUCTURES STAFFING STRUCTURES

(3)(3)

Mismatch between MAs and TLRsMismatch between MAs and TLRs

minimum TLR2 (£2250) > MA1 (£1638)minimum TLR2 (£2250) > MA1 (£1638) next level of TLR2 (£3750) > MA2 (£3312)next level of TLR2 (£3750) > MA2 (£3312) keeping the same number of responsibility keeping the same number of responsibility

payments will cost morepayments will cost more

MA3 (£5688) is between the TLR bandsMA3 (£5688) is between the TLR bands should MA3s become TLR2 (with lower pay) should MA3s become TLR2 (with lower pay)

or TLR1 (with higher pay)?or TLR1 (with higher pay)?

PHASE 1 – REVIEWING PHASE 1 – REVIEWING STAFFING STRUCTURES STAFFING STRUCTURES

(4)(4)

The case for retaining the existing The case for retaining the existing staffing structurestaffing structure

the existing structure is already based on the the existing structure is already based on the needs of the school needs of the school

teachers’ pay is protectedteachers’ pay is protected pastoral posts are protectedpastoral posts are protected increases in workload are avoidedincreases in workload are avoided pitfalls of discriminatory outcomes are pitfalls of discriminatory outcomes are

avoidedavoided

PHASE 2 - IMPLEMENTING PHASE 2 - IMPLEMENTING CHANGES (1)CHANGES (1)

Decide how to implement any changesDecide how to implement any changes

minimum changes allow an assimilation minimum changes allow an assimilation processprocess

if not, decide how to appoint, when to ring-if not, decide how to appoint, when to ring-fence, how to deal with grievances, etcfence, how to deal with grievances, etc

3 year cash safeguarding for those who 3 year cash safeguarding for those who lose outlose out

PHASE 2 - IMPLEMENTING PHASE 2 - IMPLEMENTING CHANGES (2)CHANGES (2)

Decide when to implement changesDecide when to implement changes

Three year transition period:Three year transition period: starting 1 January 2006, ending 31 starting 1 January 2006, ending 31

December 2008December 2008

PHASE 2 - IMPLEMENTING PHASE 2 - IMPLEMENTING CHANGES (3)CHANGES (3)

Immediate implementation?Immediate implementation? NUT believes schools should where possible NUT believes schools should where possible

implement immediatelyimplement immediately

Delayed or phased/staged Delayed or phased/staged implementation?implementation?

problems with new appointees problems with new appointees “leapfrogging”“leapfrogging”

IN SUMMARYIN SUMMARY

The ChoicesThe Choices

Retain, as far as possible, the existing Retain, as far as possible, the existing structurestructure

manageable cost, no reason to changemanageable cost, no reason to change

Reorganise the structureReorganise the structure unnecessary workload, disruption, unnecessary workload, disruption,

disaffection and oppositiondisaffection and opposition