Structuring InductionInduction Support for Tutors, Leads, Heads 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 ECTs, new to starting induction from September 2021 onwards
  • 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
  • The opportunity for the ECT to observe experienced colleagues/excellent practice
  • 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 applicable, since initial teacher training e.g. if they have partially completed induction in another school/college prior to starting with you.  

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

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 teacher standards, 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 must not be used as an assessment framework. ECTs must only be assessed against the government teacher standards throughout statutory induction.


Getting started…

The illustration below is a brief example of some key activities to undertake at the beginning of induction at your school/college.  If early engagement with your ECT will be possible before they start in post, there are some additional activities you may find useful in order to get a head start - facilitating early engagement


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