This, however, is simply not the case. It is not appropriate for schools to ask any teacher to take on a whole school responsibility without an extra payment; this includes teachers on the UPR.
Impact on women
Placing unjustifiable expectations on UPR teachers to take on additional responsibilities without payment, is likely to have a disproportionate impact on women teachers, who often have to balance childcare and other responsibilities outside of work. Consequently, they are put off applying to get across the threshold to the UPR because of the additional responsibilities wrongly associated with the UPR.
Our annual pay progression surveys have consistently shown the low rates of threshold progression amongst women.
What the STPCD and DfE says
The criteria for movement onto the UPR is clearly set out in the STPCD:
‘An application from a qualified teacher will be successful where the relevant body is satisfied:
- that the teacher is highly competent in all elements of the relevant standards; and
- that the teacher’s achievements and contribution to an educational setting or settings are substantial and sustained.’
It goes on to say, ‘teachers are expected to contribute, both orally and in writing as appropriate, to curriculum development by sharing their professional expertise with colleagues and advising on effective practice. This does not mean that they can be expected to take on the responsibility of, and accountability for, a subject area or to manage other teachers without appropriate additional payment.’
The DfE’s own advice says:
“Schools should try to avoid confusing or conflating the criteria and factors for the award of TLR payments with the criteria for movement to the upper pay range, both within the context of objective-setting and when making pay decisions.”
What about “wider responsibilities” and the upper pay range?
As part of the teacher standards, all teachers are expected to “make a positive contribution to the wider life and ethos of the school”.
This requirement is covered by teachers taking part in whole school activities, pastoral care, collaborating with colleagues, contributing to INSET days, working with parents and governors, and more.
For teachers on the UPR, this could also include mentoring ECTs or developing an aspect of their work that is of particular interest – not a permanent responsibility for a curriculum area. These responsibilities are designed to be covered under the TLR payment scheme.
Therefore, it is not appropriate to require UPR teachers to take on additional roles or commit to extra-curricular activities without an appropriate TLR payment.
Action for reps
Follow the bargaining cycle to challenge the burdening of colleagues on the upper pay range with additional responsibilities at your school.
