Roles and ResponsibilitiesInduction Support for Early Career Teachers ECTs

Roles and Responsibilities


Under the new 2-year arrangements, heads/principals are expected to ensure that you receive a programme of ECF based training that enables you 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 as outlined in ECF policy.

They are also required to ensure termly progress reviews and end of year formal assessments of your teaching and performance towards consolidating your ITT and meeting/fully embedding the government teacher standards.  The 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 you and your induction tutor/lead and/or the head/principal

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 and an appropriate ECF based programme is provided in line with national arrangements inc recommending to the appropriate body whether you have met the teacher standards. 

  • Ensuring that you are 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 following statutory employment checks).

Registration is a legal requirement - if you are not registered for induction with an appropriate body for induction, legally, you are not under induction and induction cannot be backdated (nor can the ECF)


  • Ensuring the appointment of an induction tutor who is expected to hold QTS and have the skills, knowledge and experience to carry out the role effectively and who must be able to assess your progress against the government teacher standards;  it is also expected that the induction tutor be given adequate time to carry out the role effectively and to meet your individual needs. 

  • Ensuring the appointment of a mentor who is expected to 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 your individual needs.   This includes attending regular mentoring sessions with you and where applicable engagement with mentor training as part of ECF requirements.  Mentors will not be responsible for induction progress reviews, assessment or formal observations.

The statutory guidance and the regulations it refers to also requires the headteacher/principal to ensure that you are 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 you to undertake activities in your induction programme. For pre-Sept 2021 ECTs this remains at 10% ECT time + 10% PPA for the remainder of induction and until the DfE transition deadline of September 2023.


ECT Induction Tutors…

Induction tutors have a key role and significant responsibilities in the statutory induction arrangements.  Induction must be well planned, carefully executed and evaluated to ensure it meets your general and individual needs in line with revised statutory guidance inc new ECF arrangements and that it provides you with a firm foundation for career-long professional development.

The induction tutor’s key responsibilities include:

  • Along with the headteacher/principal, ensuring you are registered for statutory induction
  • Working with you to organise and implement a personalised programme of support and monitoring that accounts for identified needs, strengths, the government teacher standards and the Early Career Framework (ECF) inc. ensuring ECF engagement by you and your mentor
  • Providing/co-ordinating guidance and effective support for your 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 (should you leave a post partway through induction an interim assessment is required)
  • Making rigorous and fair judgements on progress towards embedding the teacher standards.
  • Ensuring you understand the roles of those involved and are kept well informed about your progress - there should be no surprises.
  • Ensuring that your teaching is formally observed and you are provided with prompt feedback
  • Take prompt, appropriate action if you appear to be experiencing difficulties
  • In a further education institution or sixth form college, ensure you are 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 you at the beginning of induction the roles of those involved.


ECT Mentors...

Mentoring is a very important element of the induction process with particular focus on the ECF. Mentors will have a key role in supporting you during 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 you for structured mentoring sessions
  • Provide effective targeted feedback to you and your Induction Tutor including; 
  • Working collaboratively with you and other colleagues involved in your induction within the same school/college to help ensure the you receive a high-quality ECF-based induction programme; 
  • Provide, or broker, effective support including phase or subject specific coaching/modelling; 
  • Take prompt, appropriate action if you appear 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 you have met all of the teacher standards required to successfully complete induction or an extension to the induction period is required.   

From September 21, appropriate bodies will now have additional responsibility 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/or deliver their own ECF-based induction programme

Appropriate body key functions are: 

  • 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)
  • Provide support - Support schools, colleges and ECTs by providing training, advice and guidance throughout the induction process.
  • Monitoring induction - Monitor induction ensuring progress reviews and end of year formal assessments are fair, conform to statutory requirements and are submitted on time.
  • Approve/reject extensions - Where applied for, approve/reject extensions to the Induction.
  • Regularly update the TRA - Provide termly updates to the TRA regarding ECT status.
  • 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.
  • Finalise induction - Make a final decision as to whether ECT has passed or failed induction and notify all parties of it’s decision including the government Teaching Regulation Agency (TRA)


Early Career Teachers (ECTs)…

It's vitally important that you fully participate in and play an active role in your own induction. You must also engage with the Early Career Framework (where applicable) and must be proactive and maintain regular dialogue with your 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 review/assessment meetings.

The DfE have provided some ECF and induction myth buster information for ECTs which you should find useful


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