Roles and Responsibilities

Headteachers/Principals…

Under the 2-year induction arrangements implemented by the DfE, heads/principals are expected to ensure that all ECTs are registered for statutory induction and each ECT receives access to a programme of ITTECF based training that enables them to understand and apply the knowledge and skills set out in each of the ITTECF evidence (‘learn that’) statements and practice (‘learn how to’) statements outlined in government ITTECF policy.

Heads/principals are also required to ensure termly completion of statutory induction progress reviews and end of year formal assessments of an ECTs teaching and performance that shows how an ECT is progressing towards meeting/embedding the government teacher standards over a sustained period. Formal assessments should be based on evidence from day-to-day practice and formal observations made throughout induction including discussions at progress review points and end of year formal assessment meetings between the ECT and induction tutor and/or the headteacher/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 (see 2.18 and 2.19 and page 16 and 17 of statutory guidance) and an appropriate ECTE based induction programme is provided in line with national arrangements inc recommending to the appropriate body whether an ECT has met the teacher standards.

• Ensuring that each ECT is registered for induction with an appropriate body for induction within 10 working days of the induction start date (preferably before if QTS has already been confirmed and verified as part of employment checks). See our registration guidance for further information. If an ECT is not registered for statutory induction with an appropriate body, they are not under induction and induction cannot be backdated.

• 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 the ECTs 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 the needs of the ECT (see below for further information).

• 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 the needs of the ECT. This includes attending regular mentoring sessions with the ECT and mentor training where appropriate as part of the ECTE programme (see below for further information).
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NB: the mentor and the induction tutor are two discrete roles with differing responsibilities (see below) and it is expected that these roles should be held by different individuals unless In exceptional circumstances e.g. due to staff absence or capacity issues. DfE statutory guidance does not set a maximum limit on the number of ECTs that can be assigned to an individual tutor or mentor but it is expected that professional judgement is used to ensure that it is not and does not become burdensome for those involved. The DfE have published guidance for headteachers outlining responsibilities for early career teacher entitlement.

The statutory guidance and the regulations it refer to also requires the headteacher/ principal to ensure that an ECT is 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 experienced teachers in school (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 head/principal must ensure this release time is in addition to 10% PPA time. ECT time and PPA must be protected (legal requirement), distributed appropriately throughout induction and used to specifically enable ECTs to undertake activities in their induction programme.

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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 the general and individual needs of ECTs in line with statutory guidance including ECTE arrangements and provides a firm foundation for career-long professional development.

The induction tutor’s key responsibilities include:

• Along with the headteacher/principal, ensuring ECTs are registered for statutory induction
• Working with the ECT to organise and implement a personalised programme of support and monitoring that accounts for their identified needs, strengths, the government teacher standards and engagement with the Early Career Teacher Entitlement (ECTE) programme (ECT and mentor).
• Providing/coordinating guidance and effective support for the ECTs development throughout statutory induction; undertaking regular progress reviews and two formal assessments during the total induction period e.g. formal assessment at the end of year 1 and final formal assessment at the end of year 2 (where an ECT may leave partway through induction, completion of a formal interim assessment is required)
• Fairly assessing and making rigorous judgements on an ECTs progress towards embedding the teacher standards.
• Ensuring the ECT understands the roles of those involved and are kept well informed about their progress – there should be no surprises !.
• Ensuring that the ECTs teaching is formally observed and they are provided with prompt feedback
• Take prompt, appropriate action if an ECT appears to be experiencing difficulties
• In a further education institution or sixth form college, ensure the ECT is provided with the required school experience and placement for teaching children of compulsory school age

NB: In some schools/MATs there may be a 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, an induction lead may also be induction tutor. It should be made clear to ECTs at the beginning of induction the roles of those involved. In relation to responsibilities for the ECTE programme the DfE have published some guidance for induction tutors

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Mentors…

Mentoring is a very important element of the induction process with particular focus on the ECTE training programme. Mentors will have a key role in supporting the ECT through an ITTECF-based induction and is separate to the role of the induction tutor. Mentors should not carry out formal lesson observations, complete formal assessments or progress reviews – this responsibility is with the induction tutor.

A mentors key responsibilities include:

• Regularly meeting with the ECT for structured mentoring sessions as required under the ECTE programme
• Provide effective targeted feedback to the ECT and Induction Tutor including.
• Working collaboratively with the ECT and other colleagues involved in the ECT’s induction within the same school to help ensure the ECT receives a high-quality ECTE programme.
• Provide, or broker, effective support including phase or subject specific coaching/modelling.
• Along with the induction tutor, take prompt, appropriate action if an ECT appears to be experincing difficulties.
• Where applicable, participate in ECTE based training

In relation to responsibilities for the ECTE programme the DfE have published some guidance for mentors

Appropriate Body for Induction…

Appropriate Bodies have a key quality assurance role in the induction process providing support and monitoring to schools and ECTs, and following recommendation from the head/principal, ultimately making the final decision as to whether an ECT has met all of the teacher standards re­ quired to successfully complete induction or an extension to the induction period is required.

Appropriate Bodies also have an additional responsibility for ‘fidelity checking’ that early career teachers are receiving a programme of support and training based on the ITTECF if schools have chosen to design and deliver their own ECTE-based induction programme.

Appropriate Body key functions are:

• Register ECTs with TRA – Once induction registration is received from the school, check, verify, 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 that progress reviews and end of year form­ al assessments are fair, conform to statutory requirements and are submitted on time.
• Approve/reject extensions – Where applied for, approve/reject extensions to 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’ ECTE programme planning.
• QA visits to schools – Appropriate bodies are required to visit 10% of schools within their designated hub areas to quality assure the induction process. These are support visits, not a school inspection !
• Finalise induction – Make a final decision as to whether ECT has passed or failed induction and notify all parties of its decision inc. the government Teaching Regulation Agency (TRA)

Early Career Teachers (ECTs)…

ECTs must participate in and play an active role in their own induction. They must engage with the Early Career Teacher Entitlement (ECTE) programme and must be proactive and maintain regular dialogue with their induction tutor, 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 progress review and formal assessment meetings.

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