Threshold Assessment: the experiences of teachers who were unsuccessful in crossing the threshold

This is a postprint of an article whose final and definitive form has been published in Research Papers in Education© 2003 Copyright Taylor & Francis; Research Papers in Education is available online at http://www.informaworld.comThis paper, the second in a pair of articles, reports empirical research undertaken into the implementation of one of the UK government's strands of performance-related pay: Threshold Assessment (TA). This procedure was introduced in English primary and secondary schools in summer 2000. Although the recruitment and retention of teachers had become a growing concern for the government by that time, it would have been politically difficult to award teachers across the profession a pay increase without attaching any strings whatsoever. The Threshold Assessment procedure requires teachers to demonstrate that they have met a number of 'standards' in order to 'cross the threshold' and to receive a pay award (when first introduced, in 2000, this was 2,000). This then allows them access to an upper pay scale, although progression up this is linked to their performance via the Performance Management procedure which was also introduced into schools at that time. The Teachers' Incentive Pay Project, currently in progress at the University of Exeter, studied the implementation of the first round of the Threshold Assessment procedure. It examined the way in which the procedure was conducted across England by collecting data from head teachers, teachers and threshold assessors. Ninety seven per cent of teachers applying to cross the threshold in the first round in summer 2000 were successful. This paper focuses on the experiences of teachers who were unsuccessful in their bid to cross the threshold, having been deemed to have 'not yet met' the required standards (referred to in this paper as NYM or 'unsuccessful' teachers). A number of issues emerge including differences between schools in the way in which the procedure was approached and undertaken; relationship problems between head teachers and teachers; the support available to NYM teachers; the appropriateness of the current procedure for 'nonstandard' teachers such as advisory/learning support staff, supply teachers and part-timers; the procedure's impact on teacher performance.This paper reports some of the key findings of the Teachers' Incentive Pay Project (TIPP), a three year project funded by the Leverhulme Trust

Performance-related pay: the views and experiences of 1,000 primary and secondary head teachers

This is a postprint of an article whose final and definitive form has been published in Research Papers in Education© 2003 Copyright Taylor & Francis; Research Papers in Education is available online at http://www.informaworld.comThis is the first of two papers describing a study of the introduction of performance-related pay into the teaching profession in the UK. It reports the views and experiences of a national random sample of 1,000 primary and secondary head teachers in over 150 local education authorities in England who were responsible for implementing one strand of the government's performance-related pay scheme, Threshold Assessment. The second paper describes the views and experiences of teachers who were unsuccessful in crossing the threshold and therefore did not obtain a pay increment. Head teachers did not find it difficult to assess the five standards that teachers had to meet in order to receive their 2,000 additional performance payment, but they were very critical of the training they received, the amount of time they had to spend, and the changing ground rules. The success rate was 86% of all teachers eligible, but 97% of those who actually applied were awarded the additional payment. Most heads dealt with the applications entirely on their own, though one in six, mainly in the secondary sector, shared the task with senior colleagues. Unsuccessful candidates were few in number, but most were deemed to be failing on more than one aspect of their teaching. While those who were successful in crossing the threshold were pleased and relieved, unsuccessful applicants were said to be bitter, threatening action, in several cases leaving the school. External Threshold Assessors had to visit every school. In only 71 cases out of 19,183 applicants in our sample of schools was there disagreement. Three-quarters of heads felt Threshold Assessment had made a little or no difference to what teachers did in the classroom. This is confirmed by our other studies, which suggest that teachers simply keep more careful records, rather than change how they teach. Some 60% of heads were opposed to performance-related pay, but 39% were in favour of it in principle, though most of these were unhappy about the way it had been put into practice.The Teachers' Incentive Pay Project (TIPP) is funded by the Leverhulme Trust

Performance-related pay and the teaching profession: a review of the literature

This is a postprint of an article whose final and definitive form has been published in Research Papers in Education© 2002 Copyright Taylor & Francis; Research Papers in Education is available online at http://www.informaworld.comThis paper examines and summarizes research into performance-related pay. It was undertaken as part of the Teachers' Incentive Pay Project, currently in progress at the University of Exeter, which is a study of the introduction of threshold assessment and performance management for teachers in schools in England and Wales. The paper examines research into the effects of pay on employees' behaviour and considers the claimed benefits and disadvantages of performance-related pay, both generally and with particular reference to the teaching profession. Proponents of performance-related pay claim that it improves the motivation of employees and assists in the recruitment and retention of high quality staff. Disadvantages include: neglect of unrewarded tasks; disagreement about goals; competitiveness; lack of openness about failings; cost and the possibility of demotivating those who are not rewarded. Performance-related pay has long been a feature of teachers' remuneration in the US, where it has usually been promoted in response to national crises perceived to be rooted in educational failure. Traditionally, most US merit pay schemes for teachers have not been long lasting. This paper considers research into a variety of US schemes, including studies of the conditions under which they are found to succeed. Performance-related pay works best in situations in which there are easily measured outcomes, such as in manufacturing, but the outcomes of teaching are many and varied and there have been problems related to measuring teachers' effectiveness. The paper reports claims by Odden (2000) that measuring teachers' performance is now more feasible and that, therefore, the time is right for the introduction of performance-related pay for teachers

Prevalence and architecture of de novo mutations in developmental disorders.

The genomes of individuals with severe, undiagnosed developmental disorders are enriched in damaging de novo mutations (DNMs) in developmentally important genes. Here we have sequenced the exomes of 4,293 families containing individuals with developmental disorders, and meta-analysed these data with data from another 3,287 individuals with similar disorders. We show that the most important factors influencing the diagnostic yield of DNMs are the sex of the affected individual, the relatedness of their parents, whether close relatives are affected and the parental ages. We identified 94 genes enriched in damaging DNMs, including 14 that previously lacked compelling evidence of involvement in developmental disorders. We have also characterized the phenotypic diversity among these disorders. We estimate that 42% of our cohort carry pathogenic DNMs in coding sequences; approximately half of these DNMs disrupt gene function and the remainder result in altered protein function. We estimate that developmental disorders caused by DNMs have an average prevalence of 1 in 213 to 1 in 448 births, depending on parental age. Given current global demographics, this equates to almost 400,000 children born per year

Abstracts from the NIHR INVOLVE Conference 2017

n/

Finding Diagnostically Useful Patterns in Quantitative Phenotypic Data.

Trio-based whole-exome sequence (WES) data have established confident genetic diagnoses in ∼40% of previously undiagnosed individuals recruited to the Deciphering Developmental Disorders (DDD) study. Here we aim to use the breadth of phenotypic information recorded in DDD to augment diagnosis and disease variant discovery in probands. Median Euclidean distances (mEuD) were employed as a simple measure of similarity of quantitative phenotypic data within sets of ≥10 individuals with plausibly causative de novo mutations (DNM) in 28 different developmental disorder genes. 13/28 (46.4%) showed significant similarity for growth or developmental milestone metrics, 10/28 (35.7%) showed similarity in HPO term usage, and 12/28 (43%) showed no phenotypic similarity. Pairwise comparisons of individuals with high-impact inherited variants to the 32 individuals with causative DNM in ANKRD11 using only growth z-scores highlighted 5 likely causative inherited variants and two unrecognized DNM resulting in an 18% diagnostic uplift for this gene. Using an independent approach, naive Bayes classification of growth and developmental data produced reasonably discriminative models for the 24 DNM genes with sufficiently complete data. An unsupervised naive Bayes classification of 6,993 probands with WES data and sufficient phenotypic information defined 23 in silico syndromes (ISSs) and was used to test a "phenotype first" approach to the discovery of causative genotypes using WES variants strictly filtered on allele frequency, mutation consequence, and evidence of constraint in humans. This highlighted heterozygous de novo nonsynonymous variants in SPTBN2 as causative in three DDD probands

Heterozygous Variants in KMT2E Cause a Spectrum of Neurodevelopmental Disorders and Epilepsy.

We delineate a KMT2E-related neurodevelopmental disorder on the basis of 38 individuals in 36 families. This study includes 31 distinct heterozygous variants in KMT2E (28 ascertained from Matchmaker Exchange and three previously reported), and four individuals with chromosome 7q22.2-22.23 microdeletions encompassing KMT2E (one previously reported). Almost all variants occurred de novo, and most were truncating. Most affected individuals with protein-truncating variants presented with mild intellectual disability. One-quarter of individuals met criteria for autism. Additional common features include macrocephaly, hypotonia, functional gastrointestinal abnormalities, and a subtle facial gestalt. Epilepsy was present in about one-fifth of individuals with truncating variants and was responsive to treatment with anti-epileptic medications in almost all. More than 70% of the individuals were male, and expressivity was variable by sex; epilepsy was more common in females and autism more common in males. The four individuals with microdeletions encompassing KMT2E generally presented similarly to those with truncating variants, but the degree of developmental delay was greater. The group of four individuals with missense variants in KMT2E presented with the most severe developmental delays. Epilepsy was present in all individuals with missense variants, often manifesting as treatment-resistant infantile epileptic encephalopathy. Microcephaly was also common in this group. Haploinsufficiency versus gain-of-function or dominant-negative effects specific to these missense variants in KMT2E might explain this divergence in phenotype, but requires independent validation. Disruptive variants in KMT2E are an under-recognized cause of neurodevelopmental abnormalities

Bi-allelic Loss-of-Function CACNA1B Mutations in Progressive Epilepsy-Dyskinesia.

The occurrence of non-epileptic hyperkinetic movements in the context of developmental epileptic encephalopathies is an increasingly recognized phenomenon. Identification of causative mutations provides an important insight into common pathogenic mechanisms that cause both seizures and abnormal motor control. We report bi-allelic loss-of-function CACNA1B variants in six children from three unrelated families whose affected members present with a complex and progressive neurological syndrome. All affected individuals presented with epileptic encephalopathy, severe neurodevelopmental delay (often with regression), and a hyperkinetic movement disorder. Additional neurological features included postnatal microcephaly and hypotonia. Five children died in childhood or adolescence (mean age of death: 9 years), mainly as a result of secondary respiratory complications. CACNA1B encodes the pore-forming subunit of the pre-synaptic neuronal voltage-gated calcium channel Cav2.2/N-type, crucial for SNARE-mediated neurotransmission, particularly in the early postnatal period. Bi-allelic loss-of-function variants in CACNA1B are predicted to cause disruption of Ca2+ influx, leading to impaired synaptic neurotransmission. The resultant effect on neuronal function is likely to be important in the development of involuntary movements and epilepsy. Overall, our findings provide further evidence for the key role of Cav2.2 in normal human neurodevelopment.MAK is funded by an NIHR Research Professorship and receives funding from the Wellcome Trust, Great Ormond Street Children's Hospital Charity, and Rosetrees Trust. E.M. received funding from the Rosetrees Trust (CD-A53) and Great Ormond Street Hospital Children's Charity. K.G. received funding from Temple Street Foundation. A.M. is funded by Great Ormond Street Hospital, the National Institute for Health Research (NIHR), and Biomedical Research Centre. F.L.R. and D.G. are funded by Cambridge Biomedical Research Centre. K.C. and A.S.J. are funded by NIHR Bioresource for Rare Diseases. The DDD Study presents independent research commissioned by the Health Innovation Challenge Fund (grant number HICF-1009-003), a parallel funding partnership between the Wellcome Trust and the Department of Health, and the Wellcome Trust Sanger Institute (grant number WT098051). We acknowledge support from the UK Department of Health via the NIHR comprehensive Biomedical Research Centre award to Guy's and St. Thomas' National Health Service (NHS) Foundation Trust in partnership with King's College London. This research was also supported by the NIHR Great Ormond Street Hospital Biomedical Research Centre. J.H.C. is in receipt of an NIHR Senior Investigator Award. The research team acknowledges the support of the NIHR through the Comprehensive Clinical Research Network. The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR, Department of Health, or Wellcome Trust. E.R.M. acknowledges support from NIHR Cambridge Biomedical Research Centre, an NIHR Senior Investigator Award, and the University of Cambridge has received salary support in respect of E.R.M. from the NHS in the East of England through the Clinical Academic Reserve. I.E.S. is supported by the National Health and Medical Research Council of Australia (Program Grant and Practitioner Fellowship)