This checklist is designed to support reps in providing good advice and representation to ECTs.
NEU surveys show ECTs’ high levels of satisfaction with the advice they have received from the NEU. The work of workplace reps is particularly valued.
Encourage new staff to join the NEU
Reps should introduce themselves to all new staff in the workplace and encourage them to join the NEU if they haven’t already. Membership only costs £1 for newly qualified teachers in their first year of teaching. More information about membership is available at neu.org.uk/join.
Ensure ECTs know who you are
Face-to-face contact with a friendly rep is important to make ECTs feel supported and to know where to turn if they have problems. Make sure ECTs are invited to meetings and consider suggesting district level events for ECTs to allow networking and peer support among new teachers, who often report feeling isolated.
Familiarise yourself with ECTs’ entitlements and the role of the mentor
An awareness of ECTs’ training entitlements for reps who are not mentors or involved with induction or the ECF could powerfully support any advocacy. ECTs are empowered when they feel that their problems are quickly understood. NEU information for mentors is also available.
Display ECT materials on staff/union noticeboards
The Charter for ECTs is on the NEU website in poster form. It can be downloaded and displayed. You can also order copies of Your Guide to Induction.
Signpost ECTs to the NEU website
There is plenty of helpful information there for ECTs, including the induction checklist that reminds them of their training entitlements.
Let ECTs know they can contact you if they have any problems
Of the ECTs who responded to a recent survey, 60 per cent facing support plans did not contact the union for help. ECTs should contact their workplace rep as soon as possible if they are put on a support plan and should expect them to be challenged.
Wherever possible, make yourself available to accompany ECTs to meetings
ECTs should be supported and represented if they are being put on a support plan. ECTs were very positive about reps who accompanied them to meetings with school leadership teams to discuss and resolve difficulties.
Encourage your school to equality monitor ECTs
In January 2024, the National Foundation for Educational Research (NfER) found that, despite applying to enter the teaching profession at a greater rate, Black teachers are underrepresented at every stage of the profession. Employers should be encouraged to monitor and report on the ethnicity of their workforce, and ECTs in particular. At the very least, they should ensure that the workforce data they provide to the DfE contains accurate ethnicity data, particularly as it relates to ECTs.