Posted by: Various
authors
Early Career Framework (ECF)
reforms were rolled out nationally in September 2021. We invited
practitioners to share how they support their early career
teachers (ECTs) to apply the content of the provider-led ECF
based training programmes to their school’s
context.
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Responding to ECTs’
strengths and areas for development
“If there is an area where the mentor
has established their ECT is
stronger, they will drip
feed in other skills that may be a current priority to help their
development. Since mentors can access all the ECF training
modules in advance, they can use any of the lead provider
resources they need to do this. We have also built up a bank of
resources mentors can use including recordings of training
sessions and exemplar lessons. ECTs are encouraged to film
themselves teaching and critique in discussion with their
mentors. This can negate the need for live observations if
timetabling is a challenge.”
Samantha Morris, Assistant Principal, Ercall Wood Academy,
Telford & Wrekin
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Revisiting and consolidating
knowledge
“It’s so important that ECTs have a
solid understanding of the core principles that are covered in
the ECF, so revisiting them frequently is key. We make sure to
discuss them often and help them see how to apply their knowledge
in different contexts. This helps mentors too – our school has an
established culture of lifelong learning and participating in ECF
training is a vital aspect of that.”
Lyndsey Evans, Induction Tutor, Great Marlow School,
Buckinghamshire.
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Relating ECF materials to
the school context
“I work with my ECT to tailor the
materials to the context of our school. We use the concepts as a
base and explain how they look in our setting. For example, our
pupils typically perform great in class but freeze up in a formal
test setting. Our ECTs now have the confidence to explore how
assessment evidence can be drawn from EYFS style explorations and
outdoor curriculums.”
Adam Reay, Mentor, The Link School Springwell Dene
Alternative Provision, Sunderland.
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Supporting the vital role of
mentors through the provider-led
programmes
“I meet with mentors to talk, but more
importantly to listen. We understand the importance of retaining
mentors as they are experienced members of staff who often fulfil
additional responsibilities. I feed back to the lead providers where necessary and work
with them to address mentors’ concerns. Our
mentors feel listened to,
well represented, and know that they are
valued.”
Lyndsey Evans, Induction Tutor, Great Marlow School,
Buckinghamshire
