TEACHERS who clear the performance threshold to higher pay should work an extra three weeks a year, according to their employers.
The Local Government Association has told ministers that more money equals more work.
Schools should have access to such teachers - who can earn up to pound;35,000 - for an additional 15 non-teaching days, the LGA said in its response to the Government's Green Paper proposals for restructuring teachers' salaries.
The work of teachers below the threshold should continue to be within the structured 195 days or 1,265 hours of directed time.
The LGA told the Government: "As with advanced skills teachers, teachers on the fast-track career progression should be given extended opportunities to contribute to service development."
The association claimed that the best way of recognising an individual teacher's contribution would be as part of a school-based system of performance management.
It added: "Supporting, recognising and rewarding the development of staff in schools justifies additional resources."
To cross the threshold, teachers must prepare a portfolio of information about their performance, analysis of pupils' results and evidence of commitment to their own professional development.
They will be assessed by their line manager and the head will decide if they meet the threshold criteria. Successful teachers will get an initial 10 per cent rise and appraisal will determine progress up the spine to a potential salary of pound;35,000.
The association welcomed the idea of a fast-track for teachers and said crossing the threshold had to be made challenging and worthwhile.
It backed proposals for whole-school bonuses "of a reasonable value" but added: "It must be expected that effective performance management systems in schools will be able to identify any staff who have not made the same level of contribution."
The current appraisal system needed further development, said the association, but added that individual teachers should accept annual targets. These would be particularly important in the early years of a teacher's appointment.
Of particular disappointment to the association was the lack of a clear role for education authorities which it said "appears to understate their effective working relationship with schools".