Under the 2-year induction arrangements, full-time ECTs will have 2 formal assessments of their practice carried out, one at the end of the first year and a final assessment at the end of the second year. For part-time ECTs, these are carried out on an FTE basis. Additionally, at the end of each term where a formal assessment is not due, a progress review is to be completed for each ECT. If an ECT leaves post partway through induction, an interim assessment will be required in order to provide the next inducting school/college with a fuller picture of progress (see below).
At the end of each assessment period (year 1 and year 2), the headteacher/principal will send a formal assessment report to the appropriate body for induction providing evidence of the ECTs progress towards consolidating their ITT and meeting/fully embedding each of the government teacher standards. At the end of statutory induction (e.g. end of year 2), the headteacher/ principal will recommend and evidence in the year 2 (final) assessment whether or not the ECT has successfully met the teacher standards (see below).
NB: Please remember the early career framework (ECF) is not and must not be used as an assessment framework during statutory induction. ECTs must only be assessed against the teacher standards.
Please also note that ECTs cannot 'pass' or 'fail' their ECF training nor can they 'pass' or 'fail' an individual induction term - they can only 'pass' or 'fail' statutory induction at the end, e.g. the end of a fully completed 2-year induction (FTE for part-time ECTs)
In terms of progress reviews and assessment, the statutory guidance places the following expectations on the induction tutor/lead, ECT, headteacher/principal and the appropriate body:
Induction tutor (and/or induction lead): co-ordinate and carry out 2 formal end of year assessments (FTE for part-time ECTs) and at the end of each term where a formal assessment is not due, complete a progress review for each ECT. If an ECT leaves post partway through induction, this will become an interim assessment. In all instances, an end of period meeting must be arranged with the ECT to discuss progress - there should be no surprises ! (see below for further information)
ECT: to keep track of, and participate effectively in, the scheduled progress reviews and assessment meetings.
Headteacher/principal: to ensure completion of progress reviews and that formal assessment forms are completed and sent to the appropriate body with recommendation evidencing whether the teacher standards have been met at the end of the period (see below).
Appropriate body: quality assure and monitor the return of progress reviews and assessment and at the end of the induction period, upon receipt of assessment and recommendation from the head/principal, decide whether the ECT has met the teacher standards to successfully complete induction and notify the relevant parties within the agreed time limits; Additionally, provide the government Teaching Regulation Agency (TRA) with accurate data on ECTs starting or completing induction and those who start, then leave a school/college partway through an induction period.
End of term progress reviews…
Progress reviews are not formal assessments however under 2-year induction arrangements they are to be completed by the induction tutor (not mentor) at the end of each term where a formal assessment is not due. Review meetings should also be held with the ECT at the end of each term. These meetings are an opportunity for the induction tutor and ECT to record and discuss progress, achievements, areas for development and agree any changes to the induction plan in terms of objectives or actions - there should be no surprises !
Both the induction tutor and ECT should be properly prepared before the progress review meeting.
For an ECT this could include maintaining a self-reflection (login required - available from the 'resources' section on ECT Manager) and/or a portfolio of evidence, identifying gaps in knowledge, self-evaluation against the teacher standards, CPD etc. (this is not statutory but it is advisable)
For the induction tutor, this includes capturing and maintaining evidence of ECT progress against the teacher standards, seeking feedback from mentors and other colleagues who have, for example, run specialist induction sessions or observed ECTs in the classroom. Should you wish to use it, we have provided an induction monitoring/tracking sheet which you may find useful to make notes and/or to refer to for suggested evidence (login required - available from the 'resources' section 'induction guidance' folder on ECT Manager).
End of year formal assessments…
Formal assessments are to be completed by the induction tutor and submitted to the appropriate body at the end of each completed induction year (FTE for part-time ECTs). Additionally formal assessment meetings must be held with the ECT before the due date and prior to submitting the end of year formal assessment. These meetings provide an opportunity for induction tutor/lead and/or head/principal to discuss with the ECT what will be written about them - there should be no surprises !
Meetings should be informed by descriptive evidence of an ECTs professional practice against the teacher standards and progress made against any previous objectives/development targets set e.g. during progress reviews for the year reporting on. Objectives/targets should be reviewed and revised in relation to the government teacher standards (not the ECF) and the individual needs and strengths of each ECT.
The outcomes of the final (end of year 2) formal assessment meeting provide an opportunity for the ECT and induction tutor/lead and/or head/principal to take stock of what has been achieved over the induction period and prepare the ECT for involvement in performance management/appraisal arrangements.
Important Note: Performance management/appraisal arrangements do not apply to ECTs or ECT Induction. You must only assess an ECT against the teacher standards during and throughout induction.
Evidence of progress towards meeting the government teacher standards…
Over the course of the induction period, evidence from day-to-day practice as well as from specific development activities will build up to show how the ECT is making progress towards embedding the government teacher standards and induction tutors should regularly capture this evidence in preparation for completing assessments. To assist with this, and should you wish to use it, we have provided an induction monitoring/tracking sheet which you may find useful as it contains a host of suggested evidence against each strand of teacher standards (login required - available from the 'resources' section 'induction guidance' folder on ECT Manager).
We also advise that ECTs carry out regular self-evaluation regarding their progress and we have put together an optional ECT self-reflection sheet (login required - available from the 'resources' section, 'induction guidance' folder on ECT Manager) which should assist with this. Self-evaluation and using this sheet is not a statutory requirement for ECTs during induction nor is gathering and maintaining a portfolio of evidence against each standard, however, it is good practice for ECTs to do so.
Example progress reviews and formal assessments including further guidance can be found in the 'resources' section when signed in to ECT Manager