By Emily Clark
Emily Clark is the Principal of Edington Victoria Academy in
Doncaster. In this blog, she shares her school’s
experience of implementing ECF-based induction and how Early
Career Teachers (ECTs) have responded to the reforms.
The ECF reforms have had a big impact on ECTs
experiences
Our ECTs feel valued as time is given to their development; the
programme is carefully structured, and sessions are tailored to
their needs which enables them to focus on their professional
growth. All the training is underpinned by a huge range of
resources and research that new teachers might have struggled to
access previously.
The new 2-year induction programme is very research driven and
really useful for ECTs. The increase in length of the induction
programme is allowing ECTs to develop their skills further and I
can see ECTs in our school becoming more independent, and
better prepared for the future.
Mentors and induction tutors
The training available for mentors is fantastic, it enables them
to give valuable support to ECTs.
The protected time off timetable is really useful for
observations, coaching, mentoring sessions and helps the teachers
feel supported.
It’s important that schools are clear about the induction tutor
role so that it is not blurred or mixed in with the work of the
mentor. It is not about coaching, mentoring or providing the on
the ground support for ECTs, instead the induction tutor has
oversight of ECTs progress and makes formal evaluations. The
induction tutor should ideally be separate to the mentor to
enable both roles to function effectively. This way, the ECT has
someone to go to on a day to day basis as well as someone who’s
there to offer support and troubleshoot any wider issues. The
induction tutor in our academy has made a massively positive
impact and I’ve been able to see a visible shift in confidence
and personal growth for both mentors and ECTs.
Developing ECTs skills and confidence
The programme ECTs are following is relevant and enables them to
apply this directly to their classrooms. For example, the first
module on pupil learning, routines and behaviour systems is
having a massive impact. This is so important in the first stages
of teaching, and I have seen ECTs implementing their learning in
the classrooms. They also share their learnings and success
stories with their peers.
ECT modules are well tailored to what ECTs need and follow on
from prior learning. The initial audits are useful and allow ECTs
to reflect on where they are as a practitioner. The audits also
support both the ECT and mentor to decide how much time needs to
be given to each area. A lot of our ECTs already had
strengths in fulfilling wider professional responsibilities so
mentors spent more time focusing on weaker areas such as making
productive use of assessments.
The programme has a very collaborative approach where ECTs share
advise, and this networking is vital for building confidence.
My ‘top tips’ to support mentors and ECTs to access their
time off the teaching timetable
- Ensure the leadership team are clear about the time
commitment and expectations of the support needed for an ECT.
- Likewise, leadership teams need to support mentors so that
they have adequate time to prepare and hold meetings.
- When leaders come together for leadership meetings, include
dialogue around ECT development and how things are going.
- Ensure time is allocated each week within the school day for
ECT time so that it is never lost.
- Ensure that the meetings follow the structure of the ECT
programme so that they’re focused, and no time is wasted.
