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Advanced Skills TeachersPromoting excellence

2 Advanced Skills Teachers

Contents

1 General information ............................................................................................................................................................................ 4What is an Advanced Skills Teacher?Why do we need Advanced Skills Teachers?The AST role benefitsWhat advice would you give to a teacher interested in becoming an AST?

2 Creating an AST post ...................................................................................................................................................................... 5-7

Situations which could lead to the creation of an AST postDecisions to take prior to appointment of an ASTInternal or external recruitment and advertisingHow are posts funded?AST grant funding 2006-2008

Alternative methods of funding AST posts

Contracts

3 Application, assessment and appointments ........................................................................................................ 8-15Who can become an Advanced Skills Teacher?What are the AST standards?ApplicationsCompleting the application form

What to do once the application form has been completed

External applications

Internal appointments

Unattached teachers and other candidates

AssessmentWho carries out the assessment?

What is the timescale for assessment?

What is the assessor looking for?

What does an assessment process involve?

How are assessment results announced?

Can a candidate who has not met the standards re-apply?

Can a candidate challenge the outcome of an assessment?

Reassessment

AppointmentsNotification of appointment


Advanced Skills Teachers 3

4 Pay and performancemanagement ............................................................................................................................ 16-18

What is the pay scale for ASTs?How is the pay of individual AST posts determined?Movement up the pay rangeReview of an AST pay rangeASTs and threshold and reversion to the upper pay spinePerformancemanagementConsideration of outreach work in performance management

Performance management role of external co-ordinator of AST outreach

AST role in including outreach work in performance management

5 The AST role .................................................................................................................................................................................... 19-24

What is the purpose of the AST grade?What are the conditions of service?AST professional dutiesOutreach workHow does outreach work in practice – time and cover for outreach work?

Process of managing outreach work

Who controls outreach?

Central co-ordination of outreach

Points for headteachers and LAs

When is outreach not a requirement?ASTs’ work in their own schools – inreachASTs andManagement responsibilitiesWhat might a typical AST job description look like?

Annexes ................................................................................................................................................................................................ 25-33

Annex A: Professional standards for AST applicantsAnnex B: Guidance on evidence for assessmentAnnex C: A typical assessment dayAnnex D: Procedures for the review of an AST AssessmentAnnex E: Local Authority roleAnnex F: Specimen AST job description



What is an Advanced SkillsTeacher?An Advanced Skills Teacher (AST) is an excellentteacher who achieves the very highest standardsof classroom practice and who is paid to share hisor her skills and experience with other teachers.AST posts can be based in all types and phases ofmaintained schools and normally involve someoutreach work. In order to take up an AST post ateacher must first have been assessed as meetingthe applicable standards – those standards thatare between a teacher’s current career stage andAST status. (See page 9 of this document).

Why do we need AdvancedSkills Teachers?We need to recognise and retain the best teachers.Until the introduction of ASTs, promotion intomanagement was the typical career route for mostexcellent teachers. The AST pathway offers teacherswhowant to stay in the classroom an alternativecareer route with the potential to earn a salaryequivalent to that of many leadership posts.Together with the performance threshold, the FastTrack programme and Excellent Teacher status it iswidening career progression opportunities andrewards for the best teachers.

AST posts concentrate on good teaching andlearning and benefit the profession by helpingto raise achievements and spread excellentpractice both within and beyond the teacher’sschool. The creation of an AST post can providea focus for and leadership in the developmentof teaching and learning across the school as wellas the contribution they make to the developmentof individual colleagues.

The AST outreach role also supports networkingbetween schools and encourages collaboration.

The AST role benefits:

• their own school by retaining their services asa classroom teacher, spreading their excellentpractice through the school and building on thegood ideas they bring back from other schools;

• other schools through the outreach contributionthe AST is able to make and the potential forbuilding collaborative links;

• the Local Authority (LA) by sharing good practiceacross schools and raising standards overall;

• the AST by broadening experience andproviding new challenges;

• the profession by providing another career option;

• pupils and students through the AST’sspecial contribution to raising teachingand learning standards.

What advice would you giveto a teacher interested inbecoming an AST?Speak to as many existing ASTs as you can.Ask them about their role and about theassessment process. Find out how outreach workis managed in your LA. Consider with your linemanager how your skills match the applicablestandards and what areas you may need to workon to provide the evidence for assessment. Talk toyour headteacher and LA AST co-ordinator aboutthe likelihood of any AST posts becoming available.

1 General information


Situations which could lead tothe creation of an AST postAny maintained school can create one or more ASTposts at any time, although a teacher can only beappointed to a post if he/she has been successfullyassessed against the applicable standards. Thereare various situations in which a school mightdecide to create an AST post; for example:

• as a career developmental opportunity forits teachers;

• the school decides it needs an AST post in itsstaffing structure (perhaps because it already hasan outreach or networking responsibility orwishes to strengthen a particular department);

• the LA’s strategic development of the AST gradesuggests the need for an AST in a particularsubject or location which fits with theschool/teacher;

• in response to a general invitation from the LAto create AST posts with the offer of funding;

• a network or other collaborative group ofschools decide to create one or more AST poststo work within the network;

• an organisation or agency with an interest inusing AST outreach approaches the school witha proposal;

• central government proposes the use of ASTs todeliver or support the development of specificpolicies or programmes.

Many LAs will have central arrangements for thecreation and funding of AST posts. Schools wishingto create an AST post or teachers interested inapplying to become an AST are advised to checkfirst with their local AST co-ordinator to find out ifany special local arrangements apply.

Decisions to take prior toappointment of an ASTIn creating a post – or deciding to fill an existingpost when the current AST moves on – the schoolwill need to consider:

• whether recruitment will be internal or external;

• how the post will be funded;

• what the AST’s role will be within their own school;

• how their outreach work will be decided;

• what their pay will be;

• who will be their line manager;

• what the contractual arrangements will be.

Guidance on all these issues is contained withinthis document.

Internal or external recruitment and advertising

To some extent the decision as to whether toappoint internally or to recruit externally willdepend on the reason for the creation of the post.

Individual schools do sometimes advertise for ASTsin the national press. In other cases, a LAmight sendout an invitation to apply directed at all teachers, orat teachers in a particular subject or location, or aschool might invite expressions of interest fromteachers within the school wishing to become ASTs.Whatever approach is adopted it should complywith good equal opportunities practice.

2 Creating an AST post

PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES


In some cases schools advertising externally inviteapplications from teachers who have not yet beenassessed against the applicable standards for theAST grade. It is possible for more than oneapplication for assessment to be accepted inrelation to a single post and teachers can beassessed in their current schools. In other cases theadvertisement will open recruitment to potentialASTs on the basis that they will take up the post asa classroom teacher and then work towards ASTstatus once appointed. In this situation schoolsmust not place a teacher on the AST pay spineuntil they have passed AST assessment.

How are posts funded?

How the fundinghas been allocated to LAs inthe past

Since April 2004 the AST Standards Fund grant hasbeen designed to support the number of AST postsin each LAwhich were in existence at the start ofthat financial year. Nationally this represented justover one per cent of the teaching workforce.Funding allocations were based on an averageannual cost for each AST post of £15,500made up of£6,200 for outreach costs and £9,300 for salary

related costs. In addition the total allocation to theLA included £300 per AST post (with aminimum of£5000) towards the cost to the LA of co-ordinatingAST outreach work, supporting ASTs andmonitoringthe AST programme.

How did LAs calculate the amount of fundingto pass on to schools?

The LA normally passed on to schools the fullamount for outreach and actual salary costs.Eligible expenditure which could be paid to theschool included:

• the additional salary paid to the AST;

• the cost of any threshold grant which the schoollost on making the appointment;

• the cost of any allowance previously paid to theASTwhichwas transferred to another teacher.

Where the AST retained management or otherresponsibilities and these were reflected in theirAST salary range, the Dedicated School Grant (DSG)would not cover the cost of that element of thesalary previously awarded as a managementallowance or other responsibility payment.

Neither was it designed to provide for any on-costsrelated to the additional salary.

While this was the recommended methodologyfor calculating the payment of the grant to eachschool; individual LAs could agree a differentapproach with their schools.

AST grant funding 2006-2008

Since 2006 the AST Standards Fund grant has beenincorporated into the new School DevelopmentGrant (SDG). The allocation of the SchoolDevelopment Grant for each local authority willbe calculated by adding together the 2005-06allocations for each predecessor grant with theaddition of a per pupil increase each year.



Allocations to schools are be based on the amountthey received from the predecessor grants in 2005-06 with a per pupil based increase each year at thelevel of the minimum funding guarantee. This willenable schools to continue to support existing ASTposts. Where the individual school’s SDG allocationincludes funding for providing a service acrossschools, such as an AST, receipt of that fundingshould still be conditional on that service beingprovided. So if an AST at one school were to leavetheir AST post and the school did not replace themwith another AST, then the local authority will beable to switch funding from that school to supporta new post in another school.

How is the funding for AST posts generated?

If a school wishes to create a new AST post fundedvia the SDG they should first contact the LA ASTco-ordinator to ensure that funding is available.Once such a post has been raised and filled by theschool, the next step will be to generate paymentof the funding. To do so schools should completeform AST2.The AST2 form should be sent to thenational assessment agency and copied to theLA. This form contains details about the AST, theschool they will be teaching at and the salarypoint on which they have been placed on theAST pay spine.

Funding is currently delivered to LAs in regularscheduled streams in May, September, DecemberandMarch. Schools have the freedom to spend theirgrant allocations over 17months (to 31 August ofthe financial cycle).

Alternativemethods of funding AST Posts

If schools and LAs wish to create additional ASTposts beyond the number which can be supportedthrough the School Development Grant in2008-11, there are various options available.

Posts funded through local formula

Changes to school funding regulations in 2004enable LAs to direct delegated funding to supportAST posts. Schools Forums should be consultedabout any such proposals. The outcome can be thatthe existence of an AST in a school becomes a factorin the local funding formula and funding for ASTsalary and outreach costs can be included in theschool’s budget share.

School funded posts

Increasingly schools are funding their own ASTposts. This is often in order to use the ASTs to helpfulfil the school’s overall outreach commitments– for example those associated with specialistschool status.

Group funded posts

Groups or clusters of schools can combine tosupport one or more shared AST posts. This maybe particularly useful for networks of small primaryschools where an AST may teach in two or threeschools and do outreach work across the network.

ContractsIt is important that contracts setting out therequirements of the post are available to new ASTsso that they know what their posts entail, who theyreport to, what they will be paid and the scope oftheir responsibilities. LAs will need to ensure thatcontracts are in line with local policies on contractsof employment.

ASTs will want to consider how the form ofcontract will affect the timing and conditionsunder which they will eventually leave the grade.

3 Application, assessmentand appointments

Who can become anAdvanced Skills Teacher?The grade is open to all qualified teachers inmaintained schools who want to remain asclassroom practitioners, are prepared to takeon AST professional duties including outreachwork and can meet the applicable standards.This includes part-time and peripatetic staff.Existing heads, deputies or assistant headscan also apply.

There are no requirements relating to length ofservice and a teacher does not have to have passedthe threshold in order to apply for an AST post.However, a candidate will need to have beenteaching for long enough to be able to provideevidence to support their application against theapplicable standards.

The key requirement is for excellent teachingpractice and credibility with a wide range ofcolleagues inside and outside the school.

What are the AST standards?The national standards, which all Advanced SkillsTeachersmustmeet, are described in detail inAnnexA of this document. The standards can alsobe found on the Teaching andDevelopment Agencyfor Schools (TDA) website at www.tda.gov.uk

As provided in Annex 1 of the School Teachers’Pay and Conditions Document (STPCD), the revisedstandards for Excellent Teachers and AdvancedSkills Teachers come into effect for pay purposesfrom 1 September 2007. For teachers in Englandthese standards are part of the a framework ofprofessional standards which also containsstandards for the award of QTS, standards forteachers on the main scale who have successfullycompleted induction (the core standards) andstandards for post-threshold teachers. Within the

framework the standards are designed to becumulative and progressive. As a result there aresome standards which are only defined at onecareer stage but which continue to apply at allsubsequent career stages.

While the framework as a whole applies inEngland only, the standards for excellent teachersand ASTs are pay standards and as such apply inEngland and Wales. Responsibility for settingnon-pay standards for Wales rests with the WelshAssembly Government.

Applications

Completing the application form

An application for assessment against theapplicable standards for the AST grade can onlybe accepted in connection with an applicationfor an existing or agreed AST post. Applicants forAST posts who have not previously been assessedas meeting the applicable standards shouldcomplete the application form AST 1 and submitit to the headteacher of the school at which he/sheis currently employed. The AST 1 form can bedownloaded from the AST website atwww.teachernet.gov.uk/ast and completedelectronically. The AST 1 formmust be submittedin hard copy as set out below.

What to do once the application form hasbeen completed

From September 2007 a different procedure appliesin relation to AST assessment. The headteachermust first be satisfied that the teacher meets thestandards which apply to his current career stagebefore the teacher can be considered forassessment against the applicable standards.


This means that in relation to applications forassessments on or after 1 September 2007 theheadteacher should be first satisfied that theteacher meets those standard set out in Annex 1of the STPCD which apply to his current careerstage (“the relevant standards”).

The relevant standards –

a. in the case of an applicant who is an ExcellentTeacher, are the core, post threshold andexcellent teacher standards;

b. in the case of an applicant who is currently paidon the upper pay spine, are the core and post-threshold standards;

c. in the case of an applicant who is currently paidon the main scale, are the core standards.

If the headteacher is not satisfied that the teachermeets the relevant standards he/she must rejectthe application and provide the teacher with awritten explanation for rejection. This should bedone within 20 working days of receiving theapplication. In such cases no external assessmentwill be carried out.

If the headteacher is satisfied that the teachermeets the relevant standards he must then decidewhether he/she will support the application. If sothe headteacher should complete the relevantsections of the application form, adding in anevaluation of the extent to which the teacher meetsthose standards which are to be externally assessedas set out in the table below and submit thecompleted form to the assessment agency within20 working days of receiving it from the applicant.

If the headteacher decides that he/she cannotsupport an application for assessment, he shouldprovide feedback to the applicant.


CAREER STAGE APPLICATION FOR EXTERNAL ASSESSMENT AGAINST

Main scale Teacher

Post-Threshold Teacher

Excellent Teacher

Advanced Skills Teacher



Post-threshold, ExcellentTeacher and Advanced SkillsTeacher standards

Excellent Teacher andAdvanced Skills Teacherstandards

Advanced Skills Teacherstandards


External applications

The candidate’s headteacher then sends the formto the headteacher or LA personnel departmentadvertising the post. They will draw up a short-listof candidates, which may include both those whohave already been successful at AST assessmentand others who need to be assessed beforeappointment. The application forms of theshort-listed candidates who need to be assessedshould be sent to the nationally appointedassessment agency, VT Education and Skills (VT)whose address can be found within theapplication form.

Before the form is sent to VT either the school orthe LA should complete the funding declarationconfirming there is an agreed post. VT will arrangethe applicant’s assessment and notify theheadteacher or LA of the outcome. The appointingbody will then interview their shortlist ofcandidates who have been successfully assessedand appoint to the post.

Because there is an additional stage in therecruitment process for ASTs who are to beexternally assessed, LAs and schools will need toallow plenty of time between the placing of anadvertisement and the contractual resignationdate for any applicants who would have to move toa new school. A candidate who has already beenassessed as meeting the standards for the ASTgrade can be considered for appointment withoutfurther assessment.

Internal appointments

Where posts are for internally advertisedappointments, the process is the same except thatthe candidate’s own headteacher should send thecompleted form(s) to the assessment agency oncehe or she has completed their section of the form,including the funding declaration, if relevant.If the post is to be funded through the LA, forexample, the application form should be sent viathe LA so that they can complete the fundingdeclaration. Teachers who have passed theassessment, but have not been appointed to anAST post can apply for other advertised AST postswithout having to be reassessed.

Unattached teachers and other candidates

Where the candidate does not have a headteacher,for example an unattached teacher, there isprovision for the candidate’s employer todesignate a line manager to carry out the role of aheadteacher. Candidates who are not employed asteachers in the maintained sector when they maketheir application should normally pass theirapplication form to the school at which they weremost recently employed, but it can also becompleted by their current headteacher if this ismore appropriate.

A candidate who is simultaneously employed attwo or more schools should pass the application toa designated headteacher who would normally be



the head of the school where the teacher works themost hours or, if all headteachers agree, any one ofthem. The designated headteacher should consultall the other headteachers before completing theapplication form.

Headteachers and/or line managers shouldcomplete their section of the application formwithin 20 working days of receiving it.

Assessment

Who carries out the assessment?

The DCSF has appointed a national agency,VT Education and Skills (VT) to arrange theassessment of candidates against nationalstandards for the AST grade. The assessors availableto VT are suitably qualified and experiencedpersons, many of whom are registered inspectors.

What is the timescale for assessment?

AST assessments are normally carried out by theassessment agency within six weeks of receivingthe AST application form. If there is a particularreason why a speedier assessment is needed it maybe possible to arrange this – please phone VT todiscuss the possibilities.

There may be instances in which it is difficult forthe school to arrange for an assessment within thesix week period. However, if there is any delay theagency will make every effort to ensure that thecandidate is not disadvantaged – this is a particularrisk in the case of an application for an externalpost. If a candidate is moving schools to take upan AST post, the school raising the post shouldtake into consideration the normal periods ofnotice time that will be required during theapplication and assessment process. There are nofixed dates nationally for the creation of AST posts.However, schools and/or LAs may set their ownlocal deadlines.

What is the assessor looking for?

Candidates will need to satisfy the assessorthrough the information they provide in theirapplication form, their performance on the day andcollection of evidence, that they can meet all theapplicable standards for the Advanced SkillsTeachers grade. These are set out in Annex A.

What does an assessment process involve?

On receipt of the completed application formthe assessor will consider the application andtake account of the headteacher’s view of thecandidate’s suitability. The candidate should notsend the assessor examples of supportingevidence; only the application form is requiredin advance of the assessment day. However,candidates should ensure that their full collectionof evidence is ready by the time the assessmentdate has been agreed. Guidance on how to collectand present examples of evidence can be foundin Annex B.



All applicants must then undergo a one dayassessment in their school, by an external assessor,which will include:

• two classroom observations;

• an interview;

• a discussion with the candidate’s headteacherand any other staff familiar with thecandidate’s work;

• a review of documentary evidence includingthe completed application form, the candidate’sevidence against the standards and anyadditional information as required. (See Annex Bfor further guidance);

and may hold interviews with

• students that the candidate knows well; and

• parents whose children have been taught bythe candidate.

While the assessor will be expected to carry out theactivities described above it is the responsibility ofthe candidate to identify and provide evidence insupport of their application, including identifyingand making arrangements for external contributorsto attend on the day.

The assessor will contact the school in advance ofthe assessment day to agree a programme for theday with the headteacher.

An example of a typical assessment day is includedin Annex C.

How are assessment results announced?

The assessor will give feedback at the end of theassessment day including their judgement onwhether the teacher meets the applicable standardsand the evidence to support this judgement.

The assessment agency will formally notify thecandidate of this decision, in writing, within threeworking days. A written feedback will be sent tothe candidate and the headteacher at the host andpost school within three working weeks. Where thecandidate has fully met applicable standards, thiswill be no longer than one side of A4 in length.Where the candidate has not fully met theapplicable standards, the report may be longer andwill outline the areas which need further evidence.

Can a candidate who has not met thestandards re-apply?

Candidates who do not fully meet the applicablestandards first time roundmay re-apply forassessment, once they have addressed the pointsin the report and can provide additional evidencethat they now fully meet each of the applicablestandards. Supporting evidence from theirheadteacher will be required. The secondassessment will be a complete assessment againstall of the applicable standards. There is no specifictimescale for reapplication but is it unusual forsufficient new evidence to be available to supporta second assessment until at least two terms haveelapsed since the original assessment.



Can a candidate challenge the outcome ofan assessment?

A candidate can ask for their assessment to bereviewed. An application for a review should be onthe basis of one or more of the following criteria:

• the original assessor did not take proper accountof relevant evidence;

• the original assessor took account of irrelevantor inaccurate evidence;

• the original assessor was biased, or unlawfullydiscriminated against the candidate.

Full details of the review procedure are providedin Annex D.

Reassessment

The original AST guidance included a requirementthat ASTs would need to be reassessed by thenational assessment agency after a period of fiveyears in the grade. This was intended to ensure thecontinuing quality of the AST grade. However,following the introduction of performancemanagement procedures for all teachers includingASTs, the need for reassessment as a mechanismfor quality assurance has been removed.

Appointments

Notification of appointment

Once an appointment has been made, theappointing headteacher should notify theassessment agency using Form AST 2 (availableon the AST website). This ensures that theappointment is entered on the national ASTdatabase. A copy should also be sent to the LAAST co-ordinator in order to generate AST grantpayments if the post is being supported by theLA through the SDG or in any other way by the LA.Appointment notification also ensures that theAST receives relevant information and invitationsto events and networking opportunities which willsupport their role and professional developmentand may also be of benefit to the school.



INTERNALLY ADVERTISED POSTS

School at whichcandidate is employed

Post school agrees AST Post

Funding source identifiedand secured

Candidate(s) obtain andcomplete AST application form

Application form(s) passed toHeadteacher for completion

Headteacher shortlists ifappropriate and forwards

relevant application form(s) tothe AST assessment agency

Appointment made fromcandidate(s) meeting national

AST standards

Headteacher notifiesassessment agency/LAof name of successful

candidate(s), start date andAST spine point using form AST 2

Local Authority

LA/Partners agreesto fund AST post

where appropriate

Notification receivedby LA which uses

form AST2 to deliverfunding to schoolwhere appropriate

Assessment

Assessment agencyarranges assessment forshortlisted candidates

against national AST standardsnotifies schools and

candidates of the outcome

Notification received byassessment agency forstatistical monitoring

Appointment process


EXTERNALLY ADVERTISED POSTS

School employingcandidate

Candidate obtainsand completes ASTapplication form

Application passed tocandidate’s headteacher

for completion

Application form sent toschool/LA advertising

the AST post

Candidate’s headteacherarranges AST assessment with

the assessment agency

Candidate notified ofoutcome of assessment

Local Authority

Funding for post agreed andsecured, advertisement issued

School/LA shortlistscandidates and forwards

relevant applicationforms (with the funding

declaration completed) toAST assessment agency

Appointing school makes theappointment from shortlist ofcandidates who have metnational AST standards

Appointing head notifiesassessment agency/LA of the

appointment, start date and ASTspine point using form AST2

Notification receivedby LA which uses formAST2 to deliver funding

to school where appropriate

Assessment

Assessment agency arrangesassessments for shortlistedcandidates against national

AST standards

Assessment agency notifiescandidates and schools ofoutcome of assessment

Copy of form AST2 receivedby assessment agency forstatistical monitoring andentry on AST database

4 Pay and performance management

What is the pay scalefor ASTs?To recognise their particular contribution thereis a separate pay spine for holders of AST posts.

From September 2009 AST pay will range from:

£36,618 to £55,669 nationally,£37,627 to £56,681 in the London Fringe,£39,523 to £58,577 in Outer London, and£43,538 to £62,596 for those in Inner London.

The current AST pay scales can be found in fullon the AST website www.teachernet.gov.uk/ast

How is the pay of individualAST posts determined?The pay for each AST post will be set individuallyby the relevant body – normally the school’sgoverning body. This individual pay range reflectsthe fact that each AST post will have its owndistinctive mix of duties and responsibilities andeach AST will bring their own strengths, abilitiesand experience to the role.

Governing bodies (or LAs in the case of centrallyemployed ASTs) will select a five point pay rangewithin the overall pay spine which will allow forappropriate pay increases. For example, an ASTstarting at point 11 on the AST pay spine has theopportunity to progress to point 15 on the ASTpay spine.

An AST will normally start on the first point of thefive point range andmovement up the rangedepends on performance. In setting the pay rangethe Governing body should take into account:

• the nature of thework to be undertaken; includinganywork with teachers from other schools;

• the scale of the challenges to be tackled;

• the professional competencies required of thepost holder;

• any other recruitment consideration that theyconsider relevant.

They should also have regard to the following:

• the status of the grade as an alternative to aleadership group post, for the best teachers whowish to stay in the classroom;

• the need for an appropriately substantialpay increase in relation to the appointee’sprevious post;

• whether the post would or might otherwise haveattracted an allowance – for example for SEN;

• any recruitment considerations; and

• whether the appointee is a teacher of ashortage subject or a subject where there is aparticular need to raise the quality of teachingand learning.

ASTs are not eligible for additional allowances,such as management or SEN allowances orteaching and learning responsibility payments,on top of their AST pay. However, schools do havethe discretion to give teachers, including ASTs,a recruitment or retention incentive or benefitwhere appropriate in accordance with the STPCD.


Movement up the pay rangeAn AST’s pay should be reviewed each September.However, as for all post threshold and leadershipposts, any salary progression up the pay range forASTs will be discretionary and will be managed inline with the school’s overarching pay policies.

Movement up the pay range is possible only ifthere has been a sustained high quality ofperformance by the AST in the light of thepreviously agreed performance criteria. In makingthese judgements it is important to have regardto the contribution made by the AST during anyoutreach work.

ASTs can receive a maximum of two spine pointsin any one school year. However, if the demandsof the post have changed substantially to warranta large pay increase, it might be more appropriateto move the teacher onto a higher pay range.

Review of an AST pay rangeAs well as agreeing performance relatedmovement up the individual pay range of an AST,a governing body can also review the range itself.This might be appropriate, for example, if:

• there is a significant change in the responsibilitiesof the AST such as leading a large whole-schoolor LA project to improve an aspect of teachingand learning;

• where there are changes to the schools situationwhich lead to a wider review of salaries.

ASTs and threshold andreversion to the upperpay spineASTs do not receive a separate threshold paymentas the AST grade provides access to a higher payspine. Governing bodies will, however, wish to takeaccount of the threshold payment and upper payspine rates available to other staff whendetermining individual AST pay ranges.

ASTs who leave an AST post to revert to classroomteacher are deemed to have crossed the thresholdand will revert to an appropriate point on theclassroom teacher upper pay spine.

If a teacher is successfully assessed but does nottake up an AST post he or she will only be deemedto have passed the threshold if and when they alsofulfil the other threshold eligibility criteria (i.e. theyreach M6 of the classroom teachers’ pay scale).

Performance managementAll teachers have a designated linemanager forperformancemanagement. In the case of ASTsthis is likely to be either the headteacher or adeputy headteacher. The governing body has aresponsibility to agree annual performance criteriawith the AST and to review AST pay in the light ofperformance against those criteria every year.While in most respects AST performancemanagement will mirror that of other teachers,schools may need to establish specific arrangementsto ensure that the AST’s 20 per cent outreachcommitment is also taken into consideration.


Consideration of outreach work inperformancemanagement

The approach to this will depend on how the AST’soutreach commitment is managed. Where theschool makes arrangements for outreach workdirectly with other schools, it should include theprovision of feedback on the AST’s performanceand evaluation of their impact in the agreementfor the outreach provision. It is not unusual forthere to be some external co-ordination andmanagement of AST outreach work. This can bewithin a partnership of schools but currently ismost often the case where LAs are adopting astrategic approach to the deployment of ASTs,which involves active management of andsupport for their outreach work. Where externalco-ordination of outreach applies the LA or othermanaging partner may contribute to the wordingof the AST’s outreach objective. In this situationthere should also be central arrangements for theevaluation of the ASTs’ contribution and schoolswith ASTs need to be sure that they have accessto any such information which may be relevantfor performance management purposes.

Even where there are other partners involved inmanaging AST outreach work, the ultimateresponsibility for ensuring that arrangements arein place for outcomes to feed into performancemanagement rests with the headteacher.

Performancemanagement role of externalco-ordinator of AST outreach

The LA or whoever is co-ordinating the AST’soutreach work should ensure that all outreachactivity is properly monitored and evaluated sothat this can be fed into performancemanagement.For example, it is good practice to have clear agreedobjectives for outreach work, for evaluationmethods to be built into the outreach agreementand for feedback proformas to be available forcompletion by the headteachers of the schoolswhere outreach is conducted. The externalco-ordinator should also be able to providefeedback for performancemanagement in relationto any work the AST has undertaken outsideindividual schools; such as cross LA projects.

AST role in including outreach work inperformancemanagement

The AST should keep copies of any feedback orevaluation forms and other relevant information aspart of their collection of evidence for performancemanagement purposes.



What is the purpose of theAST grade?The distinctive function of the AST grade is toprovide pedagogic leadership within their own andin other schools driving forward improvementsand raising standards in teaching and learning.

What are the conditionsof service?ASTs are expected to work flexibly under thedirection of their headteacher. This includescommitments outside normal school time – theworking time provisions for classroom teachersin the School Teachers’ Pay and ConditionsDocument (STPCD) do not apply as ASTs are notclassified as classroom teachers. Full details of ASTpay and conditions can be found in the Document.

AST professional dutiesThe main focus of the AST’s role is excellentclassroom teaching. In terms of time, ASTs spendmost of their week teaching their own classes.

In addition the AST grade has specific professionalduties which ASTs carry out in their own and otherschools. The duties include a provision that ASTswill normally spend 20 per cent of their timecarrying out their professional duties in otherschools. This is usually referred to as outreach work.

The commitment to outreach is the distinctivefeature of the Advanced Skills Teacher grade.Outreach gives ASTs the opportunity to have animpact in the wider educational community.Outreach work does not include the use of ASTs asteachers in the outreach school apart from specificinstances such as giving a demonstration lessonwhich fall within professional duties.

Details of AST duties can be found on the currentSTPCD and the following are examples of howthey may be carried out.

Working with other teachers on classroomorganisation and teachingmethods/providingmodel lessons

• leading continuing professional developmentactivities;

• holding workshops on classroommanagement,differentiation, pace and challenge;

• matching teaching approaches to pupillearning styles;

• making a video of model lessons;

• acting as a consultant to teams developingstrategies for pupils experiencing difficulties;

• supporting the operation of the literacy andnumeracy hours.

Disseminating best practice based oneducational research

• identifying educational research to enhanceexisting practices;

• acting as a link with the LA in implementingstrategies for dealing with challenging behaviourand promoting inclusion;

• co-ordinating the assessment and analysis ofresults and developing action planning;

• co-ordinating the assessment and analysisfor targeting underachievement andreducing disaffection.


5 The AST role

Producing high quality teachingmaterials

• updating existing schemes of work andsupporting their introduction;

• leading the introduction of new technologies,such as video conferencing, white boardtechnology, the use of the National Grid forLearning and the Internet;

• developing resource packs to supportexisting teaching.

Advising on professional development

• designing and delivering professionaldevelopment activities;

• participating in the planning and delivery offocused in-service training days;

• identifying CPD activities needed to supportlocal processes for improving teachingand learning.

Participating in the performancemanagementof other teachers

• contributing to the development andintroduction of the school’s performancemanagement policy;

• developing a code of good practice in theobservation of teaching;

• undertaking observations and feedback inschools (not the AST’s school).

Helping teachers experiencing difficulties

• observing and feeding back on the teachingof colleagues experiencing difficulties;

• providing a structured programme of adviceand support.

Mentoring newly qualified teachers

• providing a weekly discussion and overseeingpersonal action planning;

• formulating a handbook to provide supportacross the school.

Initial teacher training

• providing exemplar lessons for trainee teachers;

• contributing to the assessment of students’teaching practice;

• participating in the training of teachers withinteacher training institutions;

• acting as mentor to trainee teachers;

• leading the development of a School-CentredInitial Teacher Training Scheme.

In addition, the AST’s excellence as a classroomteacher will enable them to be very effective insupporting school priorities. Theymay, for example:

• provide workshops for pupils on key borderlines;

• provide targeted support for disaffected or moreable pupils;

• support or lead strategies for helping particulargroups such as underachieving boys.

ASTs are not expected to do all of the above atonce but over time could be expected to workon particular projects and on completion moveonto others.


Outreach workThe challenge of outreach is the challenge of“making a difference” within the education systemin a far broader way than is normally possible.

The Government sees outreach as an excitingopportunity to find imaginative and innovativeways of sharing good practice, including throughthe use of new communications technology.Schools that have received outreach have spokenwarmly of the benefits. Increasingly schools arejoining together into networks to share resourcesand activities and to provide mutual support toenable all schools to improve. ASTs, with theircommitment to outreach work, can play a centralrole in such networks.

How does outreach work in practice – time andcover for outreach work?

Many ASTs are given a whole day a week offtimetable in order to carry out their 20 per centoutreach commitments. This is certainly the bestapproach in areas where outreach work mayinvolve travelling some distance. In other cases, thetimemay be broken down into two half days orconsolidated into a block, for example a wholeweek out of every five weeks. Some ASTs find itmore effective to have the same day for outreacheach week, and in some LAs this is the norm for allASTs to allow for networking and other jointactivities. There are also ASTs who prefer to vary thedays they are available for outreach in order to beable to be flexible in meeting the developing needsof the other teachers with whom they are working.Different approaches will meet different situations.The important thing is that the time should beidentified and available.

In deciding on the pattern of outreach time schoolswill also need to take account of the way in whichthey are providing cover for the AST’s own classes.In many cases a regular outreach day will assist

with planning cover. If an AST post exists whentimetables are being planned it is also possibleto reduce an AST’s teaching commitment usingthe outreach funding to contribute to the cost ofany necessary additional staff. There is no singlecorrect approach.

Process of managing outreach work

For outreach to be effective the followingarrangements need to be in place:

• ASTs must have identified time for outreach work;

• There should be systems for identifying needswhich are best met through AST outreach;

• Arrangements for filtering requests for outreachsupport and directing them to suitable ASTs;

• Schools receiving outreach support must enterinto a clear agreement as to the objectives forthe exercise and the conditions within which theAST will operate;

• There should be systems for monitoring andevaluating AST outreach work.



Who controls outreach?

The way in which AST outreach work is managedoften reflects the funding arrangements – a schoolwhich is funding its own AST post is likely to expectto have control over the AST’s outreach work whilean LA may play a more active role in directing theoutreach of posts funded centrally, for example,through the School Development Grant. If a groupor network of schools is jointly funding an AST postto work within the group they will expect to shareownership of the ‘AST’s’ outreach objectives.

In practice, the best outcomewill come throughpartnership. A school directing its own outreachwork will still need to be aware of what is happeningelsewhere in the LA to avoid duplication. LAs willneed to have the agreement and co-operation ofschools if they are to co-ordinate AST outreach.Equally, ASTs themselves will need to be involved indecisions on outreach work to ensure that it iswithin their competencies and in line with theirdevelopment objectives. The important thing is toensure that outreach work is well managed and thatit is effective.

Central co-ordination of outreach

There are specific advantages in the centralplanning and co-ordination of AST outreach work.It provides a focus for AST work ensuring that itsupports the priorities identified in the LA’sEducation Development Plan (EDP) and helpsraise standards in its schools. This could involve,for example: targeted support to schoolsexperiencing difficulties, including those inspecial measures; or co-ordinated activity to raiseachievement in a particular subject or group ofpupils across all schools in an area. Centralmanagement of outreach can also stimulategroup-working amongst ASTs. Pilots run in severalLAs have demonstrated that using ASTs together

as a team doing outreach in the same school oron a shared project can be a very effective way ofdeploying them.

An example of one LA’s approach to themanagement of its ASTs can be found in Annex E.

Points for headteachers and LAs:

It is recommended that outreach activities bediscussed with the LA before funding is sought,and then agreed with the AST once he or she is inpost. This gives the headteacher a realistic pictureof how a teacher’s time might be used by theauthority and gives him or her time to talk to othermembers of staff about the AST role and toorganise lesson timetables accordingly. Feedbackfrom ASTs show that either a full day off timetableor two half days are the most effective use of theirtime. However, other models such as weekly blocksor a month out of school have also worked well.

For more information on outreach and theHeadteacher/LA role please see the AST InductionHandbook – at www.teachernet.gov.uk/ast



When is outreach not a requirement?

There are some exceptions to the requirement forASTs to spend 20 per cent of their time on outreachwork. For example where an AST is employed ina school that is subject to special measures orcausing serious concern or in challengingcircumstances and where their activities are clearlyrelated to the school’s and/or LA’s plans forremoving the school from this category. In thissituation the AST may spend all their “outreach”time working to support improvements in teachingand learning in their own school.

However, even in this situation it is still better forthe ASTs’ own professional development if theycan spend some time on outreach work. This canalso be of benefit to the school in that they will beable to bring back to the school examples of goodpractice and other ideas they have picked up fromthe schools they are working in.

A new AST taking up post may also need time toestablish their outreach role. It can be particularlydifficult if the appointment starts mid-year whentimetables have already been set. In this situationthe AST could build up an outreach commitmentover time but there would be an expectation thatthey would be working the full 20 per cent by theend of a year.

ASTs’ work in their own schools– inreachIn addition to their classroom teaching andoutreach work ASTs can also work to promoteimprovements in teaching and learning andsupport colleagues in their own school. Such workis usually known as inreach. AST professional dutiesdo not specify any particular time allocation for thisactivity. ASTs are not subject to teacher’s workingtime conditions and the expectation is that theywill normally conduct work within their own school

in other time that they can access, such as twilighthours rather than taking time away from their ownclassroom teaching.

ASTs and managementresponsibilitiesWhen the AST grade was created there was a clearunderstanding that it offered an alternative careerroute for teachers who did not wish to take onmanagement responsibilities. Teachers taking upan AST post were not expected to combine it witha management role.

In practice there have been situations, particularlyin small primary schools, with only a few teachersto share management roles, where this approachhas been very difficult to achieve.

The purpose of the restriction was to ensure thatASTs continued to spend the majority of their timein the classroom. One of the underpinning reasonsfor the success of AST outreach work is that theyhave high credibility within the profession becauseother teachers know that they are primarilyworking as classroom teachers.



However, ASTs do also have the potential to act asleaders of improvements in teaching and learningand it may be appropriate in some schools for thisrole to be recognised within the staffing structure.In this situation we recommend that anyadministrative or management duties which arenot compatible with the AST role are delegated toother staff. There are instances, for example, whereschools have appointed ASTs to act as Heads ofDepartment but in doing so have stripped theposts of elements which are not compatible withAST professional duties, such as responsibility forthe management of staff and resources, movingthese duties to others. These redesigned postsallow the ASTs to act as the leaders of teachingand learning in their subject areas.

In designing any AST post it is important thatschools are aware of and avoid any danger thatthe AST will be overloaded.

Whatmight a typical AST post descriptionlook like?

Every AST post will be different although all willbe based on classroom teacher work and ASTprofessional duties and most will involve someoutreach work. The wide range of potentialresponsibilities is recognised by the long AST payspine. In carrying out their AST professional dutiessome teachers will concentrate on their subjectareas while others may take a more genericapproach to improvements in teaching andlearning. Some ASTs may mostly do one to onework with individual teachers, while others carryout whole school or cross LA projects or they mayhave a mix of roles, or develop specialisms overtime. Clearly each post should both build on theAST’s current strengths and offer the opportunityto stretch them and encourage them to developin the role.

Annex F contains an example of one AST’s jobspecification.



PROFESSIONAL ATTRIBUTES

Frameworks

P1 Contribute significantly, where appropriate, to implementing workplace policies and practice and topromoting collective responsibility for their implementation.

E1 Be willing to take a leading role in developing workplace policies and practice and in promoting collectiveresponsibility for their implementation.

A1 Be willing to take on a strategic leadership role in developing workplace policies and practice and inpromoting collective responsibility for their implementation in their own and other workplaces.

Personal professional development

E2 Research and evaluate innovative curricular practices and draw on research outcomes and other sourcesof external evidence to inform their own practice and that of colleagues.

Annexes


Annex A: Professional standards for AST applicants


PROFESSIONAL KNOWLEDGE AND UNDERSTANDING

Teaching and learning

P2 Have an extensive knowledge and understanding of how to use and adapt a range of teaching, learning andbehaviour management strategies, including how to personalise learning to provide opportunities for alllearners to achieve their potential.

E3 Have a critical understanding of the most effective teaching, learning and behaviour management strategies,and including how to select and use approaches that personalise learning to provide opportunities for alllearners to achieve their potential.

Assessment andmonitoring

P3 Have an extensive knowledge and well-informed understanding of the assessment requirements andarrangements for the subjects/curriculum areas they teach, including those related to public examinationsand qualifications.

P4 Have up-to-date knowledge and understanding of the different types of qualifications and specificationsand their suitability for meeting learners’ needs.

E4 Know how to improve the effectiveness of assessment practice in the workplace, including how to analysestatistical information to evaluate the effectiveness of teaching and learning across the school.

Subject and Curriculum

P5 Have a more developed knowledge and understanding of their subject /curriculum area and relatedpedagogy including how learning progresses within them.

E5 Have an extensive and deep knowledge and understanding of their subjects/curriculum areas and relatedpedagogy gained for example through involvement in wider professional networks associated with theirsubjects/curriculum areas.

Achievement and diversity

E6 Have an extensive knowledge on matters concerning equality, inclusion and diversity in teaching.

Health and well-being

P6 Have sufficient depth of knowledge and experience to be able to give advice on the developmentand well-being of children and young people.


Planning

P7 Be flexible, creative and adept at designing learning sequences within lessons and across lessons that areeffective and consistently well-matched to learning objectives and the needs of learners and which integraterecent developments, including those relating to subject/curriculum knowledge.

E7 (a) Take a lead in planning collaboratively with colleagues in order to promote effective practice(b) identify and explore links within and between subjects/curriculum areas in their planning.

Teaching

P8 Have teaching skills which lead to learners achieving well relative to their prior attainment, making progressas good as, or better than, similar learners nationally.

E8 Have teaching skills which lead to excellent results and outcomes.

E9 Demonstrate excellent and innovative pedagogical practice.

Assessing, monitoring and giving feedback

E10 Demonstrate excellent ability to assess and evaluate.

E11Have an excellent ability to provide learners, colleagues, parents and carers with timely, accurate andconstructive feedback on learners’ attainment, progress and areas for development that promotes pupil progress.

Reviewing teaching and learning

E12 Use local and national statistical data and other information, in order to provide (a) a comparative baselinefor evaluating learners’ progress and attainment, (b) a means of judging the effectiveness of their teaching, and(c) a basis for improving teaching and learning.

TeamWorking and Collaboration

P9 Promote collaboration and work effectively as a teammember.

E13Work closely with leadership teams, taking a leading role in developing, implementing and evaluatingpolicies and practice that contribute to school improvement.

A2 Be part of or work closely with leadership teams, taking a leadership role in developing, implementing andevaluating policies and practice in their own and other workplaces that contribute to school improvement.

P10 Contribute to the professional development of colleagues through coaching and mentoring, demonstratingeffective practice, and providing advice and feedback.

E14 Contribute to the professional development of colleagues using a broad range of techniques and skillsappropriate to their needs so that they demonstrate enhanced and effective practice.

E15Make well-founded appraisals of situations upon which they are asked to advise, applying high level skills inclassroom observation to evaluate and advise colleagues on their work and devising and implementing effectivestrategies to meet the learning needs of children and young people leading to improvements in pupil outcomes.

A3 Possess the analytical, interpersonal and organisational skills necessary to work effectively with staff andleadership teams beyond their own school.

PROFESSIONAL SKILLS

Annex B: Guidance onevidence for assessmentIt is recommended that candidates bring togetherthe best examples of evidence in a form that issuccinct and easily accessible to the assessor.Most teachers will already have identified andcollected relevant material as part of theirperformance management and to underpintheir professional development.

Collections of evidence can be arranged indifferent ways, but the most effective are arrangedin sections, and sub-sections, according to thestructure of the applicable standards. Assessorsalso find it helpful if the applicant addresses eachof the applicable standards. A clear index, allowingeasy access to each section is also useful.

Applicants should be selective and choose thebest examples they have for each standard, it isnot necessary to include a complete record ofachievement although this should be available inthe event that the assessor requires additionalinformation. It is particularly useful when thecandidate has collected relevant documentationand recorded relevant activities over a period oftime. The evidence presented may provide asample and then a reference to other documents.

There are no set rules on what can and cannot beincluded in a collection of evidence, however,below are some examples of documentation whichcould be used to support each standard:

To support standards relating to:

Professional attributes:

• descriptions of activities undertaken to developpractice in schools;

• examples of policies developed andimplemented.

For candidates who have not yet attainedthreshold or the Excellent Teacher standards –

• letters from colleagues commenting on strategicleadership observed;

• evaluations carried out; and

• action research.

Professional knowledge and understanding:

• list of professional development activities,with the attendance certificates from courses;

• letters testifying to the quality of subjectand pedagogical knowledge conveyedduring support;

• lesson observations indicating the high levelof inclusion in teaching;

• information about involvement inprofessional networks.

Professional skills:

• descriptions of help provided to other teachers;

• letters from LA advisers, from courseparticipants, from examination boards ifworking as examiner and training others;

• testimony from colleagues regarding skills ofworking with staff and leadership teams;

For candidates who have not yet attained theExcellent Teacher and/or threshold standards –

• external assessment results with valueadded analysis;

• individual, departmental and whole schoolanalysis, graphs and trends;

• results form student questionnaires, showingsatisfaction with the teaching and/or lettersfrom parents;

• reports and/or observations fromschool/departmental monitoring;

• samples of schemes of work;

• plans for modules, assessment criteria andmethods of recording;

• examples of pupil’s work with assessmentcomments.


Specimen

Here is an example of one candidate’s evidencecollection, which included some helpfulinformation for the assessor about the schooland the AST post.

Overview

Table of contents

Schedule for AST Assessment

Section 1: Profile of teacher

Teacher’s goalsAST ApplicationContinuing professional developmentRationale for wanting to be an AST

Section 2: AST roles and responsibilities

Job description and other information onthe proposed AST role (This information is notrequired by assessors, but can be useful)

Section 3: Information about the school

Most recent OFSTED report summarySchool Development Plan summaryDepartmental Action Plan

Section 4: Professional attributes

Information and testimonials and copies of policiesdeveloped and implemented could be providedfrom the candidate’s line manager, parents’ ofpupils, Governors and head of University EducationDepartment. This can include information aboutliaison with a feeder primary school, work withBusiness Education Department, support for pupilswith special educational needs, training forteachers on ICT use in the classroom.

Section 5: Professional knowledge and understanding

This section could provide information aboutcourses attended, involvement in professionalnetworks, and examples that illustrate expertise,such as lesson observations.

Section 6: Professional skills

Teaching and learningThis section should provide reports/information onlesson observations carried out by such persons asLA adviser, head teacher and head of department.

Outcomes of teacher’s activitiesValue added data showing the progress made bypupils taught by the teacher, and showing theimproving trend in examination results over time.This is particularly relevant to teachers workingin school’s facing challenging circumstances andin special measures.

Working with othersThis section should include the mainaccomplishments of the teacher, such as coursesrun for other teachers, departmental websitesupporting distance learning.

Section 7: Information on lessons to be observed

Lesson plansExtracts from schemes of workInformation about the two classes to be observed

Appendix

Any additional information; for example, ICTDevelopment plan.


Annex C: A typicalassessment dayThe contents of a typical day are given below:

The assessor will arrive at the start of the schoolday, and will meet with the headteacher andthe candidate. This first meeting will be used toexplain the procedures for the day and answerany questions.

This will often be followed by a short meeting withthe headteacher and/or deputy.

Early in the day, the assessor will study thecollection of evidence produced to support thecandidate’s application.

The assessor will need to observe two lessons.In primary schools, one of the lessons will normallybe either literacy or numeracy. In secondaryschools, lessons will normally be from differentkey stages, and from different ability groups,where appropriate.

The assessor will hold interviews/discussions withthe following people:

• at least one interview with the candidate todiscuss their work;

• other members of staff within the school whocan provide evidence to support the application;

• the appropriate LA adviser or colleagues fromanother school, where the candidate has workedwith other schools within the LA;

and may hold interviews with

• a group of 4–8 pupils who know thecandidate well;

• a small group of parents whose children havebeen taught by the candidate.

The assessor may wish to have lunch with thecandidate, or may wish to use lunch time forfurther study of the evidence.

During the day, the assessor will need some time tomake notes and check whether there are any gapsin the evidence. If further evidence or clarificationis needed, the assessor will discuss this with thecandidate or the headteacher.

At the end of the day, the assessor will feed backthe judgement on whether the candidate fullymeets all the criteria to the headteacher and thecandidate. The assessor will then provide brieffeedback on the reasons for the judgement,highlighting particular strengths, or, where notall the applicable standards are fully met, thereasons why. This feedback will normally takebetween 15 and 30 minutes.



Annex D: Procedures for thereview of an AST assessment1. Candidates assessed to become Advanced SkillsTeacher but not granted certification can,if they wish apply to have that decision reviewed.A decision not to certify a candidate as an AST canonly be reviewed if:

• the original assessor did not take proper accountof relevant evidence;

• the original assessor took account of irrelevantor inaccurate evidence; or

• the original assessor was biased, or unlawfullydiscriminated against the candidate.

2. To have the assessment reviewed the candidateshould apply in writing to:

The Review Co-ordinatorThe National Assessment Agency for AST and ETSVT Education and SkillsOPUS 1Bay Tree AvenueKingston RoadLeatherheadSurrey, KT22 7UE

Applications for reviewmust be received within40 working days of receiving the assessor’sdecision. Candidates should explain why they thinktheir assessment should be reviewed, and shouldindicate what evidence they have that at least oneof the three grounds for review in paragraph 1applies to their case.

3. The Review Co-ordinator will give the originalassessor an opportunity to comment on theapplication for review, and will pass the case toa second assessor, or Review Officer.

4. The Review Officer will consider all the availableevidence. He or shemay ask to see the originalassessor’s records of the assessment. He or shemayask for comments from the candidate, head teacheror linemanager, or from the original assessor. TheReviewOfficer may repeat any of the steps theoriginal assessor took, such as conducting aclassroom observation or interviewing the headteacher. He or shemay also look at other evidence,including interviewing the candidate’s colleaguesor parents of pupils they teach, which the originalassessor may not have considered.

5. If the Review Officer is satisfied that thecandidate would have been certified as an ASThad the original assessment been properlyconducted (according to the criteria in paragraph1), he or she will certify the candidate as an AST.Otherwise, the original assessment will stand.The Review Officer will notify both the candidateand the assessor of the decision, giving reasonsfor it, within 40 working days of receiving theapplication for a review. The Review Officer willalso inform the candidate’s headteacher, and theheadteacher of the school offering the AST post,of his or her decision.


Annex E: Local authority roleA LA that has agreed to support ASTs post in theirAuthority will normally have defined theparameters in which they wish them to operate.The following bullets show how one Authority,guided by a steering group of head teachers andothers, has defined its principles and criteria for theappointment and development of ASTs.

• The LA will encourage the appointment of ASTsin educational fields and geographical areaswhere there is a need;

• In collaborationwith schools the LAwill seek toensure a reasonable spread of ASTs across the LA;

• The LA will generally support not more thanone AST per primary and three ASTs persecondary school;

• The ‘outreach’ function of ASTs should beco-ordinated by appropriate members of theLA advisory service;

• ASTs should have the opportunity to support arange of different schools including those where

• there is innovative curriculum development aswell as those schools where there are weaknesses;

• ASTs will support schools and teachers wheredevelopment needs have been negotiated andagreed with the school;

• The planned programme of support for the AST’sschool should be agreed each term with theAST’s headteacher.

LAs may also want to include their policy on thetime allocation for outreach work and its location.

LAs should appoint someone to co-ordinate ASTwork within the authority and to be a contact forschools and the DfES. This may be a different rolefrom that of the person who deals with StandardsFund grant applications and claims.

One LA’s approach to co-ordinating outreach

Each AST has a responsibility to contribute to theLA’s CPD programme in support of the localdevelopment plan. The LA centrally has negotiateda protocol with schools which sets out the

expectations of the ASTs and how theywill work inoutreach schools and also identifies how the schoolwill treat them andwhat it can expect of an AST.

For Primary ASTs the outreach role will beco-ordinated by the School Development Adviserwho will:

• identify and make contact with the ASTs intheir district;

• identify particular strengths (Key Stage, subject,etc) of the AST;

• establish, through discussion, which schools inthe district need support in teaching and learning;

• identify and establish for the schools needingsuch support opportunities for teachers toobserve the AST in their school;

• identify and establish for schools “A” and “B”in need of support opportunities for the ASTto visit those schools so that they can workalongside teachers in the classroom;

• involve ASTs in the curriculum developmentprojects being set up in the district;

• involve ASTs in Continuing ProfessionalDevelopment activity;

• ensure appropriate links are made withcurriculum advisers.

The School Development Adviser will hold regulartermly meetings with ASTs to discuss andmonitoroverall progress. LAs will normally use monitoringand evaluation forms to collect feedback on theeffectiveness of the ASTs work and to inform theperformance management process.

In this authority the outreach role for secondaryASTs is co-ordinated by the relevant subject adviserwho also ensures that appropriate emphasis is givento cross-curriculum issues by ASTs.

Increasingly LAs are using ASTs working in teamswith other ASTs or in wider professional groupings.

This example of an AST’s job description is justan illustration of how it worked for one AST andshould not be taken as a template.



Annex F: Specimen AST jobdescription

Job specification

1. Teaching

a. Curriculum: develops; carries out generalteaching duties as specified in the SchoolTeachers’ Pay and Conditions Document;

b. Contributes to the school’s tutorial,extra-curricular and residential programmeas laid down in the job specification of allfull-time teaching staff.

2. NQT induction

a. Assists in planning the induction year for allnewly qualified teaching staff. In accordancewith the school policy document and the DfESregulations and the LA programme, arrangingregular meetings with them and undertakingclassroom observation, as appropriate;

b.Works with the LA Advisory Service to supportNQT induction across the Authority under thedirection of the relevant Advisor.

3. ITT programme

a. Participates in the training programme ofstudents on the school initial teacher training(ITT) course, and the delivery of non-subjectspecific aspects of that training, in co-operationwith the ITT Professional Link Tutor;

b. Contributes to the assessment of the students’teaching practice.

4. Curriculum

a. Develops high quality teaching materials andstrategies for Advanced GNVQ courses,especially in Leisure and Tourism;

b. Develops and delivers methods of assessmentfor Advanced GNVQ courses.

5. Balance of college and outreach role

The post-holder will work an 80 per centtimetable in school and 20 per cent on“out-reach” activities.

The job specification should also include theperformance criteria against which the AST’sprogress would be assessed.

PP/D35(4185)/0809

© Crown Copyright 2009Published by the Department for Children, Schools and Families

Extracts from this document may be reproduced fornon-commercial research, education or training purposeson the condition that the source is acknowledged. For anyother use please contact [email protected]

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