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Additional additional UPS3 responsibilities

Discussion in 'Workplace dilemmas' started by DrStatham, Feb 2, 2017.

  1. DrStatham

    DrStatham New commenter

    Could anyone advise me on the following.
    I work in a small school with a very small number of very specialist students. This is my 3rd year and I am on UPS3.

    As my extra "whole school responsibility" in my second year I was given the responsibility of administering a small qualification we offer (sending off the results every couple of months and sending off samples once a year).

    This year I was given the task of moderating another qualification (twice a year), justified as allowing me to keep my UPS3. The teacher doesn't need or want me involved but we've accepted it and made the best of it.

    I am now faced with being asked to take on more responsibilities, again to keep my UPS3. The tasks so far are not onerous but it's the principle, plus a million other reasons I have issues with the situation.

    My head seems to think that year on year she can keep adding more jobs to justify my wages. Can anyone give me something concrete (or simply some clever words) to show that this is not the way it should be working.
  2. mrkeys

    mrkeys Occasional commenter

    What is stated in your school's pay policy?
    All schools have their own policy.
    Are you being threatened with having your salary reduced?
  3. Compassman

    Compassman Star commenter

    UPS3 is not extra responsibilities (whatever Head's might say)

    You cannot have UPS3 taken away from you although Head's will threaten all sorts of things like capability. A bully's charter if you like.
  4. Rott Weiler

    Rott Weiler Star commenter Forum guide

    What type of school, LA? Academy?

    Are you working on STPCD conditions?
    wanet likes this.
  5. thistledoo

    thistledoo Senior commenter

    I have never heard of an UPS3 being 'taken away'. Once earned/ granted it should stay. People have given up their UPS3 when moving school depending on the post applied for which can mean you move up the pay scale again or you do a sideways movement (of their choosing) and lose it.

    It seems there is a movement within some academy chains to ensure staff with UPS3 'earn' their award... they are hoping you will do extra work which helps them support their business and school structure.

    It is my understanding that UPS3 is awarded for exceptional contribution to the classroom. The exact wording can be found on any union website. To be awarded it you must have been doing something over and above the usual classroom teacher responsibility, for example, supporting and mentoring students or staff.

    Time to do your research - Google it, it is all there - then contact your union for support.
  6. DYNAMO67

    DYNAMO67 Lead commenter

    Sorry, but surely that now depends entirely on the pay policy does it not?
  7. grumpydogwoman

    grumpydogwoman Star commenter

    OK, do you do the following? You are not required to take on extra responsibilities year-on-year to secure retention. If you already meet these criteria then you cannot be obliged to take on extra responsibilities. That would be TLR territory. So you would be paid more if you do more.

    Standards and Achievement

    • Routinely analyses pupil data, detects variation and develops appropriate intervention for individuals and groups.

    • Provides targeted and positive support for pupils who have particular needs.

    • Uses assessment as part of their teaching to diagnose pupils' needs, set realistic and challenging targets for improvement and plan future teaching.

    • Sets consistently high expectations for pupils in their class and homework.

    • Secures, through their teaching, that pupils show consistent improvement in relation to prior and expected attainment; are highly motivated, enthusiastic and respond positively to challenge and high expectations.

    Quality of Provision

    • Demonstrates expertise in their subject or specialism.

    • Understands pupils' perceptions and misconceptions from their questions and responses and is able to spontaneously demonstrate solutions with relevant examples and case studies.

    • Understands and can demonstrate the potential of ICT in their subject or specialist teaching.

    • Understands and uses the most effective teaching methods to achieve the teaching objectives in hand.

    • Displays flair and creativity in engaging, enthusing and challenging groups of pupils.

    • Uses questioning and explanation skilfully to secure maximum progress.

    • Maintains respect and discipline; is consistent and fair.

    • Continuously improves their teaching through assessing the impact of their own practice.

    • Secures, through their teaching, that pupils exhibit consistently high standards of discipline and behaviour.

    Leadership and Management

    • Provides an exceptional role model for pupils and other staff, through their personal and professional conduct, that mark them out even amongst post-threshold teachers.

    • Undertakes a significant professional development activity that makes a measurable impact on pupil progress at the school.

    • Shows a consistent track record of parental involvement and satisfaction.

    • Coaches and trains post-threshold and other teachers to help them become more effective in their teaching.

    • Helps post-threshold and other teachers to evaluate the impact of their teaching on raising pupils' achievements.

    • Tackles an aspect of pupil-underperformance that the school wants to address, including narrowing the achievement gap.

    • Leads through their day to day practice, outstanding quality of teaching for a team of teachers.
  8. atwoodfan

    atwoodfan New commenter

    Although I think it goes somewhat against the principle of what UPS3 was / is / should be, I think the way some heads get around it is by drawing attention to the UPS requirement of contributing to something at 'whole school' level. I think the bit is sometimes scripted as:

    "make a positive and effective contribution to the wider life and ethos of the school..."

    and / or

    Contribute to the professional development of colleagues through
    coaching and mentoring, demonstrating effective practice, and
    providing advice and feedback.

    Because this is comparatively vague, it is easy for heads to choose to expect more (and more...). Sometimes if you have a position of responsibility anyway, it can be easy to do a bit of this. Other times, I have seen UPS staff mentoring newer staff and that can work quite well.
    The hard part is agreeing with your line manager / head what is "enough" / fair / realistic.
  9. Rott Weiler

    Rott Weiler Star commenter Forum guide

    Whether @DrStatham is working on STPCD is the first (yet to be answered) question. Most of advice so far is irrelevant if Dr Statham is not on STPCD. School can then have in its job description or pay policy more or less whatever it likes about criteria for being on UPS.

    Then position under STPCD isn't nearly as clear cut as has been suggested.

    STPCD requirement for teacher on UPS is in two parts. Both parts have to be met [my emphasis].

    a) that the teacher is highly competent in all elements of the relevant standards; and
    b) that the teacher’s achievements and contribution to an educational setting or settings are substantial and sustained.
    The standard referred to in a) is the Teachers' Standard for England contained here in STPCD. [BTW this is not the standard quoted by @grumpydogwoman in post #7. I don't know where that comes from, it isn't STPCD]. So UPS teacher's own classroom practice has to be excellent ("highly competent"), but on its own that is not sufficient to be on UPS.

    The second requirement - "that the teacher’s achievements and contribution to an educational setting or settings are substantial and sustained" - is where schools shoe horn additional responsibility requirements. STPCD gives no further guidance on what it might mean. It is expressly left to each school to interpret as they wish [STPCD 2016 para 15.3]. Nowhere in STPCD does it say it cannot mean a whole school responsibility.

    Whether what DrStatham has been asked to do comes within criterion b) I can't say, but it's not possible to say it definitely cannot.
    Last edited: Feb 2, 2017
    Pomz and DYNAMO67 like this.
  10. schoolsout4summer

    schoolsout4summer Star commenter

    There is always Performance Management to encourage you.

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