Personalising Induction

Each Early Career Teacher (ECT) should have an individual programme of professional development, support, monitoring and assessment. The programme is planned by the induction tutor together with the ECT and should:

• Provide the ECT with access to the Early Career Teacher Entitlement (ECTE), formerly Early Career Framework (ECF) programme
• Make effective use of the reduced ECT timetable. During the first year of induction this will be 10% ECT time. In the 2nd year, this allocated time will be reduced to 5%. (ECT time is in addition to 10% PPA entitlement and it’s statutory that each be protected throughout the entirety of induction – no exceptions)
• Include development opportunities based on identified needs
• Ensure regular meetings, including formal observations and prompt feedback
• Take into account the ECTs previous experiences during and where relevant. since training
• In an FE institution or sixth form college should provide the ECT with the required school experience and placement for teaching children of compulsory school age.
• Allow rapid advancement towards excellence in teaching, taking account of/and in relation to the government teacher standards

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Development opportunities…

In addition to professional development provided as part of the ECTE programme framework, during the induction period a range of other development opportunities should also be planned.

These could include:

• Observing experienced colleagues, excellent practice or those with a specialism, e.g. a SENCO
• Focused visits to other schools/colleges and settings beyond the workplace
• Broadening knowledge, skills and understanding of special educational needs
• Participating in more formal training events and courses according to need
• Working alongside others within the department or school
• Meetings between induction tutor, mentor and ECT to consider progress, development and increasing knowledge and awareness of available information, advice and guidance.

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Setting objectives and agreeing action plans…

Professional development objectives provide a strong sense of purpose and direction to those directly involved in induction and help ECTs to not only meet the teacher standards but also look to­ wards their longer-term professional development.

Appropriate objectives provide a basis for reviewing ECT progress and enable them and their induction tutor to identify both the aspects of the induction programme that are supporting development and any areas in which improvements may need to be made. Objectives in the induction peri­od need to be carefully thought through and designed to meet the individual needs and circumstances of each ECT.

Objectives need to be challenging but realistic, with a precise focus linked to the teacher standards, making it easier to review progress and provide evidence in the formal assessment reports when due. It’s important to identify the support that ECTs will require to meet the objectives. This support includes identifying who will be responsible for what, and when activities will take place – all should be documented.

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Additional support…

If at any point there are concerns that an ECT may not meet the teacher standards by the end of induction, the headteacher/induction tutor must act early to ensure additional support is arranged and documented targeting concerns. Please see our additional support guidance for further information.

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