The Early Careers Framework sets out the minimum expectations for induction, but settings should offer more than the minimum.
All ECTs should have:
Expert tutoring and training resources
CPD should be in-person wherever possible and relevant to the context of the school. Resources shouldn’t simply repeat what was learned during ITT.
Meaningful mentoring: regular catchups and reflective discussions
Time for this must be protected. The 10 per cent allocation should be maintained in year 2, when challenges for ECTs are different but no less demanding.
Stable employment
Contracts for ECTs should last for at least the length of induction. A commitment to their professional development shows them that they are valued.
Clear expectations, clear information
ECTs should know what to expect. They should know who their appropriate body is, how to contact their training provider or induction mentor, and who to ask for advice about school or MAT policies. They should not expect to be subjected to ‘support plans’, which are not appropriate for managing their progress.
Respect
ECTs must be respected and valued. They should be encouraged to participate in the wider life of school, to join peer networks and see a variety of teaching approaches. They should feel confident in asking for support and guidance.
New teachers
If you’re an ECT and you’re not already a member of the NEU, join today for just £1.
ECTs pay just £1 for full NEU membership in the first year of teaching after qualifying.