Structuring induction

Being organised and carefully planning your ECTs induction programme will be key to a successful induction. Taking into account each individual ECTs training, experience and development needs, each pro­gramme will be different and your induction plan will vary for each ECT. It is however a statutory requirement that it must include:

• Access to training as part of the Early Career Teacher Entitlement (formerly ECF programme), for all ECTs and their mentors
• Regular meetings (this may include a half-term review to discuss progress/objectives/targets)
• Formal lesson observations (suggested one each half-term) with prompt feedback
• The opportunity for the ECT to observe experienced colleagues/excellent practice
• A progress review at the end of each induction term where a formal assessment is not due including an end of term review meeting to discuss progress with each ECT, what you will be writing about them, and establish clear areas for development and targets/objectives for the following period even if an ECT is leaving you.
• An end of year formal assessment including an end of year review meeting to discuss progress with each ECT, what you will be writing about them, establishing clear areas for development and targets/objectives for the following period. This also applies if an ECT is leaving your school – the next inducting school will also want to know exactly where an ECT is up to with induction and have a starting point for the remaining period(s). For part-time ECTs, reviews and assessments are completed on an FTE basis.
  
  

Key points to remember…

At the beginning of the induction period, each ECT should have an opportunity to discuss the out­come of experiences during and if applicable, since initial teacher training e.g. if they have partially completed induction in another school prior to joining you.

The induction tutor and ECT should agree development priorities and set objectives for the first period of induction including access to and engagement with training as part of the early career teacher entitlement (ECTE), formerly ECF programme.

Objectives in the induction period need to be carefully considered and designed to meet the individual needs and circumstances of the ECT at their current stage of induction. They need to be challenging but realistic, with a precise focus linked to the government teacher standards, making it easier to review progress and provide evidence in the formal assessments.

Important: Performance management/ appraisal arrangements do not apply to ECTs or statutory Induction. Additionally, the early career teacher entitlement training (formerly ECF programme) is not and must not be used as an assessment framework. ECTs must only be assessed against the government teacher standards during and throughout statutory induction. Statutory induction remains a one-time only process that cannot be retaken

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