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6 Top Tips to Move from MPS to UPS

Posted on 9 January 2017 by Becky - Kent-Teach in Career

The New Year is a great time to make changes in your life including your career goals. If you are a qualified, experienced and talented teacher, you may be thinking about career progression and how to move from the Main Pay Scale to the Upper Pay Scale. 

This could be something you work towards over a long period of time and there is no time like the present, so why not make this your New Year's resolution.

In order to do so, you need to apply for the Upper Pay Range where you are required to write a statement to show to your Headteacher that you are highly competent in all elements of the standards. It should also show that your contribution to the school or setting is substantial and sustained. 

To support you with your statement, ensure you are familiar with your school’s pay policy as this should hold more information about how the school will assess you and the criteria you will be marked against.  

Your school’s pay policy should also state how long your review period is. They are normally around 2 years but if you are not sure you will need to check with your Headteacher. Teachers can only submit 1 application for progression to the upper pay range per school year (unless there are exceptional circumstances) therefore, you need to make your application count. 

Here are some tips to help you write this statement:

1) Make your manager or Headteacher aware of your intentions in advance as they may offer you some advice.

2) Ensure you keep a record of recent discussions including your 1:1s and appraisals in the years leading up to your application. This is because you need to include in your application results of two most recent reviews or appraisals and recommendations about your pay.

3) Ensure you have your Personal Development Plan in place (PDP) to support you when writing your application. You can use your plan to remind you of your targets met and the progress you have made so far in your career.

4) Speak to colleagues that are on the Upper Pay Range for advice and support about how they made their application.

5) Include as much evidence as you need to support your application. 

6) Most importantly ensure you understand your school’s pay policy and have a copy that you can refer to so you ensure you are meeting the criteria. 

You can find out more information in the School Teacher’s Pay and Conditions document which provides guidance. 

Interested in applying for a Headteacher post? Have you read our 10 Top Tips When Applying for a Headship?  

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A Flexible Approach to #Threshold

Author biography.

@TeacherToolkit

How do you demonstrate that your teaching ability is highly competent, substantial and sustained?

This blog receives a surprisingly high number of views and requests for exemplar documentation. Context is needed, because every school will have a different Pay Policy and not every school will require you to complete a separate threshold application. Please note the date of this post and also that details will change according to national and local policies.

Perhaps this post will allow teachers to flex their muscles when applying for Threshold this year? This is our approach to whole-school Threshold applications in my current place of work. It may prove useful for others.

n.b. The images are used in jest, to insinuate teachers flexing their muscles and showcasing what they have achieved.

This is certainly not the only ‘how to do it’ model, but will serve as an example for those who are stuck in the application process; for schools who are unsure about what others are doing; and also act an opportunity for the reader to comment and provide feedback.

The content here, is not about (PRP) Performance Related Pay , or the intricate details and politics that come with it. This post is a template for teachers and schools who are looking to provide support for their staff progressing from M6 (Main Pay Scale) to the UPS 1-3 Upper Pay Scale Threshold criteria.

A useful signpost, is the PRP journey highlighted here, in @HeadGuruTeacher ‘s school in Chelmsford .

Just like Headteacher, Tom Sherrington, we have modified our Pay Policy to mirror and broadly be in line with the School Teachers Pay and Conditions Document (STPCD). We are an academy. Tom also outlines a meaningful argument called “Psycho vs Wimp: The PRP Debate ” which further presents all considerations on this matter; far more than I can offer.

We, as a school, also recognise that observations form part of the process, as well as a deep and significant participation in CPD (Continued Professional Development); in and out of a teacher’s department, as well as a wider contribution to the whole school, beyond that defined in a teacher’s contract.

In all terminology, the application procedures below, refer to the latest Teacher Standards .

When starting an application, we ask teachers to refer to the school’s Pay Policy, as well as the national framework for Teacher Standards. All threshold applications are completed, to provide evidence for decisions on pay progression in three main areas.

• Part 1 – Teaching; progress; observations.
• Part 2 – CPD; dissemination of good practice; and
• Part 3 – Wider school contributions and professional standards.

This evidence, together with an appraiser recommendation to the Principal, will allow the process to commence as stated in the table below. The final decisions on any award will be made by the Principal.

We also find that the following definitions and backdrop provide teachers with a very useful benchmark.

Definitions:

We believe the following differentiated scales offer teachers clear guidance during the application process.

UPS3: “Highly competent”:   the teacher’s performance is assessed as having excellent depth and breadth of knowledge, skill and understanding of the Teachers’ Standards in the particular role they are fulfilling and the context in which they are working.

UPS2: “Substantial”:   the teacher’s achievements and contribution to the school are significant, not just in raising standards of teaching and learning in their own classroom, or with their own groups of children, but also in making a significant wider contribution to school improvement, which impacts on pupil progress and the effectiveness of staff and colleagues.

UPS1: “Sustained”:  the teacher must have had two consecutive successful appraisal reports in this school and have made good progress towards their objectives during this period (see exceptions in the pay policy).  They will have been expected to have shown that their teaching expertise has grown over the relevant period and is consistently good to outstanding.

The process:

Below is the procedure for applying for progression onto the Upper Pay Scale.

We have just modified this and hopefully streamlined the process for all staff.

Our policy:

Our school policy at the time of writing.

• This section outlines the process for pay of teachers on the upper pay scale (UPS)
• The school will operate an upper pay scale of three points reflecting the reference points in STPCD guidance.
• This scale will be published annually by the school.
• To qualify for UPS a teacher must meet the standards set out in STPCD 17.2.  These are understood to mean, that the teacher will be securing student progress that is beyond expectations for the school through teaching that is ‘consistently Good and often Outstanding’, and be making a significant wider contribution to the life and work of the school or the team(s) within which they work; which will normally include some coaching, mentoring or support of other colleagues or trainees.  This will be evident from appraisal reviews.  In addition, the teacher will need to have been paid at point 6 of the main scale for at least one year.
• To apply for progression onto the UPS a teacher must, in the light of his/her appraisal review which is likely to support that progression on the basis of the criteria above, formally tell the Principal in writing, that they wish their appraisal review to be used as evidence for progression onto the UPS no later than 31 October.  In addition they must provide evidence of the quality of teaching, student achievement and wider contribution to the school that they wish to be considered.  They may also submit any additional evidence to the Principal that they wish.  The detailed procedure and guidance for making an application is at Appendix One of the Pay Policy. The Principal will use information from the appraisal review and other performance indications to make a decision.
• A teacher will be eligible for progression to UPS2 and UPS3 after two years on UPS1 or UPS2 respectively, providing that their appraisal review indicates that they are sustaining and developing their ‘consistently Good or increasingly Outstanding teaching’, high levels of student achievement and significant wider achievement to the school, including through mentoring, coaching or support.  Teachers must also formally tell the Principal in writing, that they wish their appraisal review to be considered as evidence for this progression no later than 31 October.  The Principal will use information from the appraisal review and other performance indications to make a decision.

Application:

Our application itself, is broken into three main parts; all condensed and taken from the Teacher Standards .

Part 1 – Teaching’ Progress; Observations:

This section covers:

Set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions; be accountable for pupils’ attainment, progress and outcomes; promote a love of learning and children’s intellectual curiosity; contribute to the design and provision of an engaging curriculum within the relevant subject area(s); have a clear understanding of the needs of all pupils, including those with SEN; those of high ability; those with EAL; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them; know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

We ask for hard evidence; a written statement measuring the impact; and we provide staff with exemplar evidence and suggestions.

Part 2 CPD; Dissemination of good practice.:

Take responsibility for improving teaching through professional development, responding to advice & feedback from colleagues; develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support. Have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings; demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship; know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements.

Part 3 – Wider school contributions and Professional standards: 

Treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position. Having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions. Ensure that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law. Maintain good relationships with pupils and staff, exercise appropriate authority, and act decisively when necessary. Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly; communicate effectively with parents with regard to pupils’ achievements and well-being; deploy support staff effectively. Have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality. Have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

If you think you are ready to apply, take a look at our simplified template and make sure you refer to the Teacher Standards. You can download a copy of our template here: Threshold Application – Proforma version 4

Good luck and get flexing!

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9 thoughts on “ A Flexible Approach to #Threshold ”

Really? You can apply still? My head said it was no more.

It no longer exists; but schools can now offer the equivalent under their own new pay policy.

Looks great. Would love an anonomised copy if poss

Mike. Fill in the contact form. Thanks.

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If possible could I have an anonymous example of a completed threshold application please?

Examples I have are outdated now; may still apply if you want a copy?

Hi this is great. Do you have any examples old or new, please? I don’t know where to start filling it in! Thanks

Hello Gemma.

I don’t have any examples to hand. I am happy to skim over your document if you need a second pair of eyes. Email it over .

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Upper Pay Scale (UPS) progression

Date published: 13 June 2024

• Teaching staff
• Teachers' terms and conditions

Information and guidance outlining the Upper Pay Scale progression arrangements from September 2024.

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Any teachers done their threshold application. I have a few days to do mine in.

twinsetandpearls · 02/11/2008 19:34

What kind of evidence did you have? It is ammusing me that I am having to put off marking work and planning lessons that could really enahance the learning of my students for a paper exercise for a pay rise that I either deserve or don't.

lesson plans, schemes of work, kids work,

The problem is that I have just moved schools, and because I thought I had nor been teaching long enough, due to a few part time years so did not collect evidence. I will have a scout about though. I do feel like not bothering which is ridiculous as I know I deserve the payrise.

i felt like this, couldn't be bothered , but then i looked at someone elses and it was really lame and they still got it. i think everyone gets it realyy unless they are completely rubbish. i remember photocopying registers to prove i had good retention, and attendance,

Shit! Knew i was supposed to do something over half term...whoops...have been teaching 14 years and still haven't got round to it

I did mine quite a few years ago now but have just done AST, which requires a huge evidence portfolio. Iirc in my threshold one I put in things like samples of lesson plans; resources I'd made; lesson observation write-ups by SLT and HOD; thank you letters from pupils, photographs of lessons (Drama, so easier); examples of INSET I'd done for staff; examples of pupils' work with good formative marking; etc. Good luck!

are there any online examples to look at.

is there anything on your union website for this? I remember when I did it there was all sorts of helpful examples from different groups. Maybe do a google search? It will be worth it - and be happy that you only need to do it once, subsequent thresholds are a paper ticking exercise done solely by the head. I'm trying to gain London Charter Teacher status (think it's called that?) which carries with it a 1K one off payment regardless of fulltime/parttime but that is requiring some serious hoop jumping by my head...... so good luck, will be worth it.

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I have decided not to bother, I am very tired at the moment and don;t want to push myself. I get really stressed by paperwork and think it is not worth getting myself all wound up by I would rather focus my energy on being a good teacher, Am a bit pissed off about it, I thought the deadline was the end of the academic year but it is Wednesday and there is no way I am going to get it done and the huge pile of marking I have.

You can get it back dated can't you twinset? I'm sure colleagues of mine have left it then applied the year after.

the date is the end of the academic year! quote here from teachernet 'There is no national deadline for submitting threshold applications, but teachers wishing to apply in Round 9 must do so in the 2008/2009 school year (no later than 31 August 2009). unless your head is especially arsey about it all. I can't complete mine yet as i haven't had my feedback from my Performance Management lesson - we were inspected the week before half term - and I'm planning on using my evidence from that on my threshold form

In my school (independent), you have to be in the school for a year before making the initial application. I think this is to give you time to build up your relevent evidence, without it being a huge amount of extra work on top of everything else.

I am finding the whole thing baffling and to be honest I am so annoyed I am getting arsey about it. So need to leave it, I checked the deadline at the end of half term and was told in our LEA it was the end of October, I double checked as I had been told different by my previous school. It will just be too hard to do, firstly I ahve no GCSE evidence as I volunteered to teach all of the students who dropped out of my subject, so basically crowd control and discipline so my HOD could take a GCSE class that would do well. I am so pissed of by the whole thing I am going to be stubborn and refuse to apply which is stupid. I just refuse to take ny time that meant for PPA to prostitute myself for a pay rise.

So if I apply in October 2009 I can get it back dated to September 2008.

Its shitty isn't it - i practically did hubbies for him last year..and my performance management lesson my line manager forgot to come! ah school daze.....

The daft thing is because I have taken a pay cut we need the money. Dp is going to be furious when he finds out.

is it maybe that your name has to go forward but you've got until the end of the year to sort out application? if it's Wed I'd leave it if it's going to be too stressful.

No the whole thing has to be in, school is full of stressed teachers trying to collate their evidence and I don;t have the energy to be one of them.

That's how it works in our school, Ramona. We have to put in applications by 1st October as a notification that we are doing it, and to discuss targets with the Head. It is at the end of the academic year when she reviews the evidence and says yes or no.

I was just told my application and evidence needed to be in by Wednesday.

This reply has been deleted

Message withdrawn

You had to say on your PM review that you were intending to apply and then have the paperwork in by 31st October. I was told I could have over half term but have been too busy marking and planning. Apparantly my LEA does not want to owe lots of backpay.

I have my previous performance managent I met one of the targets but the others I didnt as my school ran out of money so I could not go on the relevent inset or run the trip I wanted to. I think it will be easier all around to just wait a year,

We have been given nothing to help us, appaantly there were sessions last year but I was not there.

When I did my application (2004) I handed in my completed form without any evidence (a very unhelpful AHT 'forgot' to tell me I needed to supply evidence) and then my HT came back and requested a list of evidence. This may have changed since then, as it is the HT who now decides, rather than the evidence being sent off to a moderator. The NASUWT website used to have brilliant support for completing those forms. I remember pulling my hair out to get in completed. It is worth it, if you can find the time. I used to be an AHT and sat on a Leadership Team who would help the HT's opinion on whether or not to put teachers through the threshold. Sometimes (I hate to say it) he had already made his decision before even seeing the application forms based on his opinion- totally wrong, I know. Suffice to say, I am not there any more..... Good luck if you decide to do it. It is worth it!!

If you apply in September 2009 you won't get it backdated to September 2008 but if you apply and get it in July 2009 you will.

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Teacher pay progression: upper pay range

You may be wanting to progress onto the upper pay range (UPR) or eager to know how to progress within the UPR. The School Teachers’ Pay and Conditions Documents (STPCD) outlines the criteria for teachers in maintained schools to access the upper pay range and information on pay progression.

You will also want to acquaint yourself with your school’s pay policy for details on pay progression within your school.

In this article, we outline how to apply for the UPR, how to progress on the UPR and how you can appeal any decisions on pay determination.

How do I progress onto the upper pay range?

Discussions about your progression onto the UPR can be held before your appraisal with your line manager.

The STPCD explains that qualified teachers can apply to the UPR. To qualify, teachers have to meet criteria set out in the school’s pay policy based on criteria from the Department for Education (DfE).

There are no barriers to movement onto the upper pay range that are connected with the length of service and no requirement to be at the top of the main pay range.

Qualified teachers may apply to be paid on the UPR at least once a year in line with their school’s pay policy.

For an application to be successful, the governance board must be satisfied that:

• The teacher is highly competent in all elements of the relevant standards (The Teaching Standards)
• The teacher’s achievement and contribution to an educational setting or settings are substantial and sustained

We have written another article which provides an overview of the Teaching Standards.

The DfE has published non-statutory advice to help schools and governance boards to make robust decisions on teachers’ and leadership pay. 

It explains that schools are free to set out in their pay policies their interpretation of the STPCD criteria for teachers to progress from the main pay range to the UPR. Neither the DfE nor Ofsted specify what these should be. 

The school’s pay policy should set out the process for assessing applications and make clear how the relevant body will interpret the following terms: “highly competent”, “substantial” and “sustained.”

Pages 52-53 includes a model policy on movement to the UPR and suggested definitions for the terms below:

Substantial : means of real importance, validity, or value to the school; play a critical role in the life of the school; provide a role model for teaching and learning, make a distinctive contribution to the raising of pupil standards; take advantage of appropriate opportunities for professional development and use the outcomes effectively to improve pupils’ learning

Highly competent : means performance which is not only good but also good enough to provide coaching and mentoring to other teachers, give advice to them and demonstrate to them effective teaching practice and how to make a wider contribution to the work of the school, in order to help them meet the relevant standards and develop their teaching practice

Sustained: means continuously over a long period e.g. X number of school year(s)

Your school will have its own process (outlined in its pay policy) on how to collate evidence, the format of the application, how quickly successful applicants will move to the UPR and other details.

How do I progress when on the UPR?

The STPCD explains that pay progression when on the UPR is linked to performance. You will not have to apply for progression once on the UPR.

Schools must consider annually whether to increase the salary of teachers who have completed a year of employment since the previous annual pay determination.

Pay progression decisions will be assessed through the school’s or authority’s appraisal arrangements in accordance with the Education (School Teachers’ Appraisal) (England) Regulations 2012 (the Appraisal Regulations).

We have published another article which outlines the performance-related pay process.

Can I appeal if I don’t agree with my pay decision?

Guidance from the DfE (page 28) explains that teachers have the right to raise formal appeals against pay determinations if, for example, they believe that the person or committee by whom the decision was made:

• Incorrectly applied the school’s pay policy
• Incorrectly applied any provision of the STPCD
• Failed to have proper regard to statutory guidance
• Failed to take proper account of relevant evidence
• Took account of irrelevant or inaccurate evidence
• Unlawfully discriminated against the teacher

The guidance explains there is no statutory process for schools to follow in terms of hearing pay appeals. It notes that a key aspect of an appeals process is the opportunity for a teacher to discuss a pay recommendation prior to it being confirmed by the governance board. 

Essentially, there should be an informal discussion with the appraiser or headteacher prior to confirmation of pay recommendation. A teacher who is dissatisfied with a pay recommendation has the opportunity to discuss the recommendation with the appraiser or headteacher before the recommendation is actioned and confirmation of the pay decision is made by the school.

If having had an informal discussion and you believe an incorrect decision has been made you will be able to submit a formal written statement to the appraiser or governors’ committee making the determination. 

We would recommend contacting us for further advice and support before you take this step.

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• Threshold and Upper Pay Scale (Northern Ireland)
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UPS 1 Progression - Threshold

After one year’s service on Point 6 of the Main Pay Scale, teachers are eligible for consideration for progression to UPS1 in accordance with the agreed threshold arrangements. From 1 September 2007, there has been no external assessment of threshold applications. Applications will be assessed by the Principal. It is recommended that the Principal holds an induction meeting with eligible staff as soon as possible. They should issue application forms and supporting information to them. In making decisions, the Principal will take account of the teacher’s performance in the four threshold standards and the two most recent Performance Review and Staff Development (PRSD) review statements. It is not an automatic process. Successful teachers will move to point 1 of the Upper Pay Scale from 1 September of the year of the application. The process is voluntary. Teachers who chose not to apply in the previous year are eligible to apply the following year. Teachers are responsible for making the application themselves. Applications must be made on a specific application form (available from the Principal) and submitted by early October in the school year when the teacher wishes to be placed on UPS1.  

Threshold standards (see Threshold Assessment Northern Ireland Handbook available on the appropriate ELB website).

A teacher must demonstrate that they have met all four standards to ‘cross the threshold’ (to move onto UPS1). The standards relate directly to teaching and learning:

• core values, understanding of the curriculum and professional knowledge;
• teaching and assessment of learning;
• contribution to raising standards through pupil achievement;
• effective professional development.

Appeal Process

In the case of unsuccessful applicants, Principals should give written feedback on the reasons for the outcome of the application, standard by standard, within 20 working days of their decision on the application. Teachers who, after feedback from the Principal, believe that they have been wrongly assessed have the right to appeal against the decision under the appeals mechanism within the school’s salary appeal. The Grievance Procedure should not be used for such appeals.

Questions and Answers

Q. I was off on maternity leave for the whole of my M6 year.  Can I still apply for UPS1 in the October following that M6 year? A. Yes. The Principal should make a professional judgement that if you had been in school that year, you would have been successful/unsuccessful in accessing UPS1. Should they make the judgement wrongly, there is the possibility that their actions could be deemed to be discriminatory.

Movement from UPS1 to UPS2 and from UPS2 to UPS3

• After 2 years' service on UPS1, teachers are eligible for consideration for progression to UPS2.
• Two consecutive successful PRSD review statements are required from the two years.
• The Principal is responsible for approving the movement of the teacher – the decision being based solely on the basis of two successful PRSD review statements.
• No application form is required.

Unsuccessful teachers can appeal under the appeals mechanism within their school’s salary policy.

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Teachers' upper pay range: how to apply

What teachers need to do to apply for the upper pay scale.

This guidance was withdrawn on 21 June 2016

Advice on access to the upper pay range can now be found in the ‘ School teachers pay and conditions document 2015 ’ and guidance on ‘ Implementing your school’s approach to pay ’.

Applies to England and Wales

The ‘upper pay range’ is a higher rate of pay for teachers who meet certain conditions.

We introduced new arrangements for applying for the upper pay range on 1 September 2013.

Find details about the upper pay range in the School Teachers’ Pay and Conditions Document ( STPCD ) 2015 .

Apply for the upper pay range

You should apply for the upper pay range through your school.

Ask your school for a copy of their pay policy. This will explain:

• how to apply for the upper pay range
• how the process works
• when to apply and any deadlines

If you are employed by your local authority, their pay policy will explain how to apply.

Teachers who have moved schools

If you are on the upper pay scale and have recently moved schools, you may have to reapply for the upper pay scale. Your new school may accept the previous school’s assessment, or they may want to assess you against their own criteria.

If your new school does place you on the upper pay range, they don’t have to match your previous salary.

Eligibility for upper pay range

You can decide whether or not you wish to apply to be paid on the upper pay range.

Schools maintained by the local authority

All qualified classroom teachers at maintained schools can apply for the upper pay range.

Teachers on statutory induction can also apply.

Teachers employed by a local authority

You can apply for the upper pay scale if you are an unattached teacher (employed by a local authority, but not attached to a particular school.)

Schools not maintained by the local authority

Non-maintained schools don’t have to follow the same rules as maintained schools about teachers’ pay.

If you work at a non-maintained school, including academies and free schools, you should discuss your eligibility and the application process with your school.

Supply teachers from private agencies

Private agencies, like other private employers, don’t have to follow the rules in the STPCD .

If you work for a private agency, you should discuss your eligibility and the application process with them.

Criteria for the upper pay range

There are 2 conditions you must meet to be paid on the upper pay range:

• the Teachers’ Standards if you work in England
• the Practising Teacher Standards if you work in Wales
• you’ve made substantial and sustained achievements and contribution to an educational setting or settings

Your school’s pay policy will explain how they:

• interpret these criteria
• decide whether you’ve met the criteria

Your school’s pay policy will explain what evidence you need to provide to make sure you meet the criteria.

Most schools will ask for the results of your appraisals or reviews, including any recommendations on pay.

How your school assesses your application

The relevant body (usually your school’s governing body) will assess your application to see if you meet the criteria. The STPCD explains how they should do this.

They can decide to delegate the assessment process to your headteacher (or to a person with management responsibility if you are an unattached teacher).

Successful applications

If you’re successful, the school will decide how much they will pay you, in line with its pay policy.

Your school’s pay policy will also explain how you can ask for feedback on your application.

Appeals process

Your school’s pay policy will explain how to appeal against pay decisions.

Updates to this page

Updated to make it clear how teachers should apply for the upper pay range and to link to the 2015 School Teachers' Pay and Conditions Document.

First published.

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Successful Progression through to UPS Letter

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How to Write a Cover Letter for Teaching Positions [Tips with Examples]

Teachers truly pour their hearts into their profession and ultimately have one of the biggest roles to play in our society. They shape tomorrow's future by not only providing academic knowledge to students but also teaching them beyond academics, instilling manners, and building their personalities. To let their hiring managers know how passionate they are about their job, teachers need to write a convincing cover letter. In this guide, I will tell you how to write a cover letter for teaching positions so you can secure the job you deserve.

What is a Cover Letter [For Teaching Positions]?

A cover letter for a teaching position is a formal letter that accompanies your resume when applying for a job in the education field. It serves as your introduction to potential employers and provides an opportunity to highlight your qualifications, experience, and enthusiasm for the role. Whether you're applying for your first teaching job or are an experienced educator exploring new opportunities, a well-crafted cover letter can significantly improve your chances of being hired.

Components of a Teaching Cover Letter

Contact Information

Include your full name, address, phone number, and email address at the top of your cover letter. Follow this with the date and the contact information of the person or school to whom you are addressing the letter.

Address the letter to the hiring manager or principal by name. If the name is not available, a general greeting such as "Dear Hiring Manager" is acceptable.

Introduction

Begin with a strong opening paragraph that introduces yourself and states the specific teaching position you are applying for. Mention where you found the job listing and briefly explain why you are interested in the role.

Academic Background

Highlight your educational background, including your highest degree and any relevant coursework. If you are a new teacher, discuss what you learned during your academic studies and how it prepares you for the teaching position.

Relevant Work Experience

Expand on your relevant work experience, including previous teaching roles, internships, and volunteer work. Highlight your primary job duties, any awards or achievements, and quantify your accomplishments when possible. For example, mention if your students' test scores improved due to your teaching methods.

Teaching Philosophy and Career Goals

Share your teaching philosophy and how it aligns with the mission of the school you are applying to. Discuss your career goals and explain why you are passionate about teaching. This helps hiring managers relate to you on a personal level.

Conclude by reiterating your enthusiasm for the position and thanking the hiring manager for considering your application. Express your willingness to provide further information or discuss your qualifications in an interview.

End with a professional closing, such as "Sincerely," followed by your name. If you are sending a physical letter, leave space for your signature.

How to Write a Cover Letter for Teaching Positions [4 Steps]

A cover letter for a teaching position is not just a formality; it’s your opportunity to showcase your values, teaching philosophy, and enthusiasm for educating young minds. It should effectively communicate why you are the ideal candidate for the role while reflecting your dedication and passion for teaching. Using WPS Office’s advanced features, you can leverage multiple functions to craft a standout cover letter that aligns perfectly with your values and career aspirations. Here’s a step-by-step guide on how to write a cover letter for a teacher with no experience:

Step 1: Research the Company - AIPal

Before getting into writing the cover letter, the first step is to learn more about the institute where you wish to apply. Apart from the job description, learn more about their values and principles. This research will help you realize whether you are a good fit for the company and also aids the writing process since you now know what they are looking for in a candidate.

Once you have conducted internal research, focus on the job description to understand what they are seeking. A good way to do this is by identifying the keywords in the job description. Since this is your dream job, there's no room for human error, so why not take help from AIPal , an AI expert in this matter? With the help of AIPal, which is an AI Chrome extension, you can easily identify the keywords within the job description. Let’s take a look at an example:

Step 1: Visit the AIPal Chrome extension by clicking on the AIPal icon.

Step 2: Simply paste the job description of the job you are applying for in the chat box.

Step 3: Below the job description, ask AIPal to extract the main keywords from it.

With the help of AIPal, teachers can easily extract the main keywords from a job description, which is essential for writing a cover letter. These keywords are what the employer's HR team will be looking for.

Step 2: Choose a template- WPS Office

Once we have the keywords and the relevant research, the next step is to select a cover letter template. An effective cover letter is one that is well presented, but this is often neglected by many. Remember the saying, "First impression is the last impression." Even if your cover letter effectively conveys your message, if it is not presentable, it might not even be read by the employer.

However, there is no need to create one from scratch because WPS Office has this covered for you. WPS Office is an office suite that includes a word processing application where you can write your entire cover letter, and it also provides cover letter templates. Additionally, with its AI capabilities, it helps refine your content, which we will explore in the next steps. For now, let's switch to WPS Office and get ourselves a cover letter template that fits our teaching capabilities.

Step 1: On the WPS Office dashboard, click on the "New" tab located in the left side pane.

Step 2: Click on "Docs" in the left side pane and then use the search bar to find the cover letter for your position.

Step 3: Once you have found the cover letter of your choice, click on it to preview. If you want to go ahead with the choice, simply click on "Download".

Header and Greetings Tips:

Ensure your header includes contact information, the date, and recipient details.

Address the recipient by name if known; otherwise, use a professional greeting like "Dear Hiring Manager,".

Maintain professionalism and ensure your communication is error-free.

Step 3: Introduction

Starting your cover letter with a compelling introduction is crucial, especially when applying for a teaching position. It’s your opportunity to captivate the hiring manager's attention and establish a strong initial impression. A well-crafted opening should emphasize your passion for education, highlight your relevant qualifications, and offer a glimpse into your personality. Here are key pointers to write an introduction for your cover letter:

Express genuine enthusiasm for the teaching role and the opportunity to contribute to students' academic and personal growth.

Mention any relevant referrals or connections that underscore your suitability for the position.

Demonstrate your understanding of the school's values and mission, showcasing your commitment to its educational goals.

Begin with a notable achievement or experience in teaching that immediately grabs attention and showcases your impact in the classroom.

Let's have a look at an example of how the introduction may look:

Now, let's take some help from WPS AI to make this introduction stand out:

Step 1: Select the entire introduction using our WPS Writer.

Step 2: Once the introduction is selected, click on the WPS AI icon from the hover menu.

Step 3: Simply click on the "Improve Writing" option to enhance your introduction.

Step 4: WPS AI will rewrite your introduction, making improvements. If you would like to keep the improved version, simply click on the "Replace" button.

Step 4: Body Paragraph

Your resume's core is all about convincing employers you're the perfect fit.  Here, you'll highlight your skills, experience, and achievements to grab attention and get them to seriously consider your application.

Begin with a Compelling Summary or Objective Statement

Begin with a powerful summary or objective statement that highlights your professional goals and how you can contribute to the company’s growth. Clearly articulate how your skills and experiences make you the best fit for the role.

Emphasize Core Skills

Focus on the skills most relevant to the job you’re applying for. For example, if you’re applying for a kindergarten teaching position, emphasize your caring nature, ability to handle children, and create a nurturing learning environment. If you’re seeking a position teaching senior students, discuss your ability to foster a positive learning environment and your strong subject matter expertise. Always tailor your skills to match the job requirements.

Incorporate Keywords

Utilize keywords extracted using AIPal. Strategically insert them in key sections of your resume, ensuring they fit naturally within the context.

Outline Your Professional Experience

Describe your previous work experience by highlighting the skills you acquired and how you will apply them in the new role. Provide concrete examples of your achievements and the impact you had in your previous positions.

You can always use WPS AI to enhance your writing or seek assistance in condensing your body paragraphs.

Step 5: Closing & Signature

Concluding your teaching cover letter effectively is crucial. Summarize your key qualifications and passion for education in a brief, impactful final paragraph.

Highlight how your teaching philosophy aligns with the school's mission and how your skills can benefit their students.

Express enthusiasm for the opportunity to contribute to their educational community.

Conclude with a call to action, such as requesting an interview to further discuss your qualifications.

Close with a professional sign-off like "Sincerely" or "Best regards," followed by your name.

Remember, this is your last chance to make a strong impression, so ensure your conclusion reinforces why you're an excellent fit for the teaching position. For error-free content, consider using WPS Office to ensure clarity and professionalism in your conclusion.

Here's a template for Closing & Signature:

“I am excited about the prospect of bringing my passion for education and my innovative teaching methods to Evergreen High School. I would welcome the opportunity to discuss how my background, skills, and enthusiasm can contribute to your school community.

Thank you for your time and consideration. I look forward to the possibility of speaking with you further about this exciting opportunity.

Emily Thompson”

Writing an effective cover letter for teaching positions can be challenging, but I've discovered an approach that works well. I recommend starting with WPS Office templates, which offer a variety of pre-designed formats tailored for teaching roles.

The AI features in AIPal and WPS Office are transformative. They can assist in extracting important keywords from job descriptions and aid in the writing process. By using these tools, you can craft a standout cover letter with minimal frustration. It's an efficient way to ensure your application meets all requirements and showcases your qualifications effectively. Give it a try - I believe you'll be impressed with the results!

How to Proofread your Cover Letter- WPS Office

Whether you’re crafting a cover letter for a teaching position or composing professional emails, WPS Office empowers you to present yourself with confidence and clarity. Its intuitive features support you throughout the writing process, from initial draft to final proofread, ensuring your documents reflect professionalism and attention to detail.

Grammar and Spelling

AIPal utilizes advanced grammar and spell-checking tools to detect and correct errors, ensuring your cover letter is free from typos and linguistic mistakes.

Review Formatting

Ensure your cover letter adheres to professional formatting standards with AIPal’s formatting review feature, which checks for consistency in layout, font, and spacing.

Check Bullet Points

AIPal verifies the accuracy and clarity of bullet points in your cover letter, enhancing readability and impact.

Check Names and Contact Information

AIPal ensures accuracy in names and contact details, minimizing the risk of errors that could hinder communication with potential employers.

AIPal's Refinement Capabilities

AIPal goes beyond basic proofreading by leveraging sophisticated language analysis and editing tools to refine your cover letter to perfection:

Enhanced Clarity and Coherence:

AIPal enhances the clarity and coherence of your cover letter, ensuring each paragraph flows smoothly and effectively communicates your message.

Optimized Tone and Style:

Tailor your cover letter’s tone and style to resonate with your target audience, whether it’s a formal institution or a progressive educational environment.

Professional Presentation:

With AIPal’s assistance, confidently submit a polished and professional cover letter that effectively showcases your qualifications and aspirations.

AIPal Chatbot:

AIPal is a chatbot designed to assist users with various tasks and conversations. It can answer questions on a wide range of topics, help brainstorm ideas, provide explanations on complex subjects, and assist with basic writing and editing tasks.

Users find AIPal useful for quick information lookup, getting a different perspective on problems, breaking down complex topics into simpler terms, and generating starting points for creative projects. While AIPal can be a helpful tool, it's important to remember that it has limitations and should be used as a supplementary resource alongside human knowledge and critical thinking.

1. How long should a cover letter be?

A cover letter should ideally be concise, occupying at least half a page but not exceeding one page in length. The appropriate length depends on how you plan to send it, whether as the body of an email or as a separate attachment. Aim for about half a page when sending via email to maintain conciseness. If sending it as a separate attachment, you can expand it slightly, but ensure it remains within one page for clarity and focus.

2. Is it a must to have a cover letter attached with the resume?

Submitting a cover letter along with your resume is deemed standard practice for most job applications unless specifically directed otherwise. Although recruiters may not always read it, they typically anticipate candidates to provide one. A well-crafted cover letter can substantially improve your chances and differentiate you from other applicants with identical backgrounds and resumes.

3. How do I write a cover letter with multiple job experiences?

Here are two ways to structure a cover letter with multiple job experiences:

Write one paragraph focusing on your skills and experiences for one job, and another paragraph for the second job.

If the two jobs are related, consider listing your skills and experiences that are relevant to both positions.

Write Your Way to Success with WPS Office: Craft Your Winning Cover Letter!

Writing a compelling cover letter isn't just about summarizing your resume—it's about showcasing your unique qualifications, passion for teaching, and alignment with the school's values. WPS Office offers you the tools to create a standout cover letter that not only highlights your skills but also reflects your career aspirations and dedication to education.

With AIPal, you can enhance your writing by refining the clarity, coherence, and style of your cover letter, ensuring it resonates with your prospective employers. Moreover, WPS Office simplifies the process of emailing your cover letter, eliminating any inconvenience and helping you present yourself professionally with ease. Download WPS Office today to streamline your job application process and increase your chances of securing your ideal teaching position.

• 1. The Best Cover Letter Sample for Job Application in Word Format
• 2. How to Write A Formal Letter - Steps with Examples
• 3. How to Use Chat GPT for Cover Letter - Prompt Example & Templates
• 4. Write a Teaching Philosophy Statement: Examples and Guide
• 5. Best Free Cover Letter Template for 2024
• 6. How to Write a Cover Letter [Tips with Examples]

15 years of office industry experience, tech lover and copywriter. Follow me for product reviews, comparisons, and recommendations for new apps and software.

Tufts Blogs

Current tufts students, inside admissions, how to write a great letter of recommendation.

To the teachers and counselors working hard to support students – thank you so much for your hard work! We have the privilege of reading more than 30,000 applications and an integral piece of each student application are the letters of recommendation we review from teachers and counselors. For many files, these letters share valuable insight into how students will interact with one another in our classrooms, dining halls, and other places on campus. With the school year around the corner, I wanted to share advice on creating a strong letter as well as some thoughts we have when reviewing applications.

When our committee reviews an application, we are on the search for two broad categories: academic potential and student experiences/perspectives. Why? Well, we want to see if a student will be set up for success in our rigorous academic programs and we want to get a better understanding of how each student will contribute to the community at Tufts. 

Centering your letter around these two ideas is a starting point. The first pitfall we see is when a recommender doesn’t know what their student is including in their application . Students are required to send in their transcripts and a list of their extracurricular activities. If your letter tells us that a student got As in math and science and that they are a varsity swimmer, that’s probably going to be something we learn somewhere else in the application. 

The recommendation letter is a unique opportunity to show a side of the student that they cannot write about. Instead of rehashing what is already in the application, write about the the context behind the student . 

That A+ Jeremy got in Calculus? He was the only person to do that in his class of 300 students.

Denise is a varsity swimmer? She swims the fastest 100m the school has seen in 7 years.

Samantha may have received a C in AP Spanish, but she commutes 45 minutes to school each way and was the only student in the school who took the exam. She got a 4.

Another way to provide context in your recommendation letter is through anecdotes. It’s the old adage: “ Show don’t tell ”. Instead of telling us that a student is a hard worker, a leader in the classroom, or a kind friend, show us examples using short anecdotes to highlight moments that we might see if this student is on our campus.

Anecdotes can be short, two to three sentences long that highlight an otherwise standard superlative. We don’t need three pages of growth narrative from their ninth grade year, one solid page is perfect.

“Every day before school, Isaiah arrives early to ask questions about topics that we covered the previous week. He pulls out his folder and the details in his notes are far above that of most students I teach.” 

“Our school receives new students frequently, and during every study hall I see Maria introducing herself and starting conversations with her new peers. She goes out of her way to make them feel welcome, I’ve even had a new student come to me and say that without Maria they would have felt lost.”

At Tufts, we see so many amazing students with different personalities and in our application pool. We like them all! We want a mix of leaders and team-members, extroverted and introverted, students who know exactly what they want to study and those who are excited to figure it out when they get to college. There isn’t one “type” of student that finds success in our review process .

As we review a file, we build an impression of a student through their writing, their activities, and their grades. Your letters are not just a confirmation that our understanding of the student is correct, but can become an expansion of the student’s application. Your letters are what allow us to have a fuller understanding of the impact a student has on their current community, and potentially the community we have at Tufts.

With the Fall semester around the corner, we look forward to receiving and reading your thoughtful letters of recommendation!

Advertisement

Vance Attacks Walz’s Military Record, Accusing Him of Avoiding a Tour in Iraq

Senator JD Vance of Ohio also claimed Gov. Tim Walz of Minnesota had exaggerated his service record. Mr. Walz said a decision to retire and run for Congress came months before any notice of deployment.

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By Michael C. Bender and Thomas Gibbons-Neff

• Aug. 7, 2024

Senator JD Vance of Ohio accused Gov. Tim Walz of Minnesota on Wednesday of quitting the Army National Guard two decades ago to avoid being deployed to Iraq and of exaggerating his service record to claim falsely that he had served in combat.

Both provocative charges amounted to some of the sharpest Republican attacks yet on the Minnesota governor, and appeared aimed at disrupting what has been a run of positive news coverage of the Democratic ticket since Vice President Kamala Harris replaced President Biden as the party’s nominee.

The accusations by Mr. Vance, who served a four-year active duty enlistment in the Marine Corps, about Mr. Walz, whose career in the national guard spanned 24 years, also served to pit the military records of the two major party’s vice-presidential candidates against each other.

Speaking at the police department in Shelby Township, Mich., on Wednesday morning, Mr. Vance said Mr. Walz had effectively deserted his fellow soldiers to avoid serving in Iraq because he retired from the National Guard in May 2005, several months before his artillery unit received orders to deploy there.

“You abandoned your unit right before they went to Iraq,” Mr. Vance said.

Mr. Vance based his accusations on a Facebook post from 2018, and a paid letter to the editor to The West Central Tribune that same year in which the writers, Thomas Behrends and Paul Herr, both retired command sergeant majors in the Minnesota National Guard, accused Mr. Walz of “conveniently retiring a year before his battalion was deployed to Iraq.”

The criticisms were first leveled by Mr. Behrends and Mr. Herr during Mr. Walz’s first campaign for governor.

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Post-threshold (upper) pay scale

Pay and conditions, tes editorial.

If you’re a classroom teacher at the top of the main pay scale, you could be entitled to move onto the post-threshold, or upper, pay scale. If you are competent and you provide a significant contribution to the school then you have a strong case to apply for a pay rise.

N.B. These figures do not include the DfE's recently announced teacher pay rise . This will take effect from September 2019.

• Check your teacher salary with our pay scale calculator
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Moving onto the post-threshold (upper) pay scale

Qualified teaches can apply to be paid according to the post-threshold pay scale once a year. However, progression on the upper pay scale is performance based and governing bodies make the decisions on progression, based on the school’s pay policy and whether teachers meet the following government criteria:

• “the teacher is highly competent in all elements of the relevant standards”
• “the teacher’s achievements and contribution to an educational setting or settings are substantial and sustained”

Teachers on the upper pay scale receive the usual salary rise when the pay scales are up-rated. Teachers don’t normally move through the upper pay scale more frequently than every two years.

The post-threshold (upper) pay scale

U1 - £37,654 - £45,713* U2 - £39,050 - £47,960 U3 - £40,490 - £49,571

View the 2019-20 main and upper teacher pay scales (PDF)

*Salaries vary due to location. Figures shown are   for 2019/20, and are revised annually.

Please note: The pay scales listed apply to teachers employed by a local authority or by the governing body of a foundation, voluntary aided or foundation special school. Academies and free schools are not legally required to implement the pay scales, so it is best to request to see their own pay policy.

Find out more about  the Government’s guidance on school teachers’ pay and conditions