Under the new arrangements, heads/principals are expected to ensure that ECTs receive a programme of ECF based training that enables the ECT to understand and apply the knowledge and skills set out in each of the ECF evidence (‘learn that’) statements and practice (‘learn how to’) statements outlined in ECF policy.
They are also required to ensure termly progress reviews and end of year formal assessments of an ECTs teaching and performance towards meeting the government teaching standards. Formal assessments should be based on evidence from day-to-day practice and observations made throughout induction including discussions at progress review points and end of year formal assessment meetings between the induction tutor/lead and/or the headteacher/principal and ECT.
The headteacher/principals key responsibilities include…
- Ensuring that, along with the governing body and appropriate body, a post is suitable for induction to take place (see 2.17 and 2.18 on page 14 and 15 of statutory guidance) and an appropriate ECF based induction programme is provided in line with national arrangements inc recommending to the appropriate body whether an ECT has met the teaching standards.
- Ensuring that each ECT is registered for induction with an appropriate body for induction (e.g. Manchester Local Authority) within 10 working days of the induction start date (preferably before if QTS has already been confirmed and verified as part of statutory employment checks).
Registration is a legal requirement - if an ECT is not registered for induction with an appropriate body for induction, legally, they are not under induction and induction cannot be backdated (nor can the ECF)
- Ensuring the appointment of an induction tutor who must hold QTS and have the skills, knowledge and experience to carry out the role effectively and who must be able to assess the ECTs progress against the government teaching standards; it is also expected that the induction tutor be given adequate time to carry out the role effectively and to meet the needs of the ECT.
- Ensuring the appointment of a mentor who must hold QTS and have the skills, knowledge and experience to carry out the role effectively; it is also expected that the mentor be given adequate time to carry out the role effectively and to meet the needs of the ECT. This includes attending regular mentoring sessions with the ECT and mentor training where appropriate as part of the ECF.
The statutory guidance and the regulations it refers to also requires the headteacher/principal to ensure that an ECT is provided with a reduced timetable, which during the 1st-year of induction represents no more than 90 per cent of the average contact time normally allocated to more experienced teachers in the school/college (e.g, 10% ECT time). In the 2nd year of induction, this will be no more than 95% contact time (e.g, 5% ECT time). The headteacher/principal must ensure this release time is in addition to 10% PPA time all of which must be protected (legal requirement), distributed appropriately throughout induction and used to specifically enable ECTs to undertake activities in their induction programme. For pre-Sept 2021 ECTs, this remains 10% ECT time + 10% PPA.
ECT Induction Tutors…
Induction tutors have a key role and significant responsibilities in statutory induction arrangements. Induction must be well planned, carefully executed and evaluated to ensure it meets the general and individual needs of ECTs in line with revised statutory guidance inc new ECF arrangements and that it provides a firm foundation for career-long professional development.
The induction tutor’s key responsibilities include:
- Along with the headteacher/principal, ensuring ECTs are registered for statutory induction
- Working with the ECT to organise and implement a personalised programme of support and monitoring that accounts for their identified needs, strengths, the government teaching standards and ensuring Early Career Framework (ECF) engagement by the ECT and mentor
- Providing/coordinating guidance and effective support for the ECTs development throughout statutory induction; undertaking regular progress reviews and two formal assessments during the total induction period e.g, assessment at the end of year 1 and final assessment at the end of year 2
- Making rigorous and fair judgements on progress towards embedding the teaching standards.
- Ensuring the ECT understands the roles of those involved and are kept well informed about their progress - there should be no surprises.
- Ensuring that the ECTs teaching is observed and they are provided with prompt feedback
- Take prompt, appropriate action if an ECT appears to be experiencing difficulties
- In a further education institution or sixth form college, ensure the ECT is provided with the required school experience and placement for teaching children of compulsory school age (safety permitting)
NB: In some schools/colleges there may be an nominated induction lead such as a member of SLT working in addition to an induction tutor who will oversee all aspects of induction. In some schools/colleges, an induction lead may also be induction tutor. It should be made clear to ECTs at the beginning of induction the roles of those involved.
Mentoring is a very important element of the induction process with particular focus on the ECF. Mentors will have a key role in supporting the ECT through an ECF-based induction and is separate to the role of the induction tutor. Mentors should not carry out formal lesson observations, formal assessments or progress reviews - this responsibility is with the induction tutor.
A mentors key responsibilities include:
- Regularly meeting with the ECT for structured mentoring sessions
- Provide effective targeted feedback to the ECT and Induction Tutor including;
- Working collaboratively with the ECT and other colleagues involved in the ECT’s induction within the same school to help ensure the ECT receives a high-quality ECF-based induction programme;
- Provide, or broker, effective support including phase or subject specific coaching/modelling;
- Take prompt, appropriate action if an ECT appears to be having difficulties.
- Where applicable, participate in ECF based training
Appropriate Body for Induction...
Appropriate bodies have a key quality assurance role in the induction process providing support and monitoring to schools, colleges and ECTs, ultimately making the final decision as to whether an ECT has met all of the teaching standards required to successfully complete induction or an extension to the induction period is required.
From September 2021, appropriate bodies will now have additional responsbility for 'fidelity checking' that early career teachers are receiving a programme of support and training based on the ECF if schools/colleges have chosen to design and deliver their own ECF-based induction programme.
Appropriate body key functions are:
1. Register ECTs with TRA - Once induction registration is received from the school/college, verify, validate and register ECTs with the government Teaching Regulation Agency (TRA)
2. Provide support - Support schools, colleges and ECTs by providing training, advice and guidance throughout the induction process.
3. Monitoring induction - Monitor induction ensuring progress reviews and end of year formal assessments are fair, conform to statutory requirements and are submitted on time.
4. Approve/reject extensions - Where applied for, approve/reject extensions to the Induction.
5. Regularly update the TRA - Provide termly updates to the TRA regarding ECT status.
6. Maintain records/data - Maintain accurate, up-to-date records including registrations, progress reviews and assessments received for each ECT and where applicable 'fidelity checking' documents.
7. Finalise induction - Make a final decision as to whether ECT has passed or failed induction and notify all parties of it’s decision inc. the government Teaching Regulation Agency (TRA)
Early Career Teachers (ECTs)…
ECTs must participate in and play an active role in their own induction. They must engage with the Early Career Framework and must be proactive and maintain regular dialogue with their induction tutor/lead, mentor and head/principal as and when required throughout the induction programme, maintaining personal records, identifying CPD opportunities and keeping track of and attending all scheduled progress review/assessment meetings.