Structuring InductionInduction Support for Heads, Tutors and Mentors

Structuring Induction

Being organised and carefully planning your ECT induction programme will be key to a successful induction...

Taking into account each individual ECTs training, experience and development needs, each programme will be different and your induction plan will vary for each ECT.

It is however a statutory requirement that each plan must include...

  • Engagement with the Early Career Framework (ECF) for all new starters from September 2021
  • Regular meetings (this may include a half-term review to discuss progress/objectives/targets)
  • Formal lesson observations (a suggested min.of one every 4-6 weeks) with prompt feedback
  • A progress review at the end of each induction term where a formal assessment is not due including an end of term review meeting to discuss progress, establish clear areas for development and targets/objectives for the following term even if an ECT is leaving your school/college
  • An end of year formal assessment for each ECT (FTE for part-time ECTs) including an end of year review meeting to discuss progress with your ECT, what you will be writing about them in your assessment, establishing clear areas for development and targets/objectives for the following period even if an ECT is leaving your school/college - the next school/college will also want to know exactly where the ECT is upto with induction and have a starting point for the remaining period(s).

 

Key points to remember…

At the beginning of the induction period, the ECT should have an opportunity to discuss the outcome of experiences during and if appropriate, since initial teacher training.

The induction tutor and ECT should agree development priorities and set objectives for the first period of induction including full engagement with the early career framework.

Objectives in the induction period need to be carefully considered and designed to meet the individual needs and circumstances of the ECT at their current stage of induction.  They need to be challenging but realistic, with a precise focus linked to the government teaching standards and the early career framework, making it easier to review progress and provide evidence in the formal assessment reports.

Important:  Performance management / appraisal arrangements do not apply to ECTs or ECT Induction.  Additionally, the early career framework (ECF) is not and should not be used as an assessment framework - you must only assess an ECT against the government teaching standards during and throughout statutory induction.

 

 

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