On the 26th March 2021, the government published new guidance on the Induction for Early Career Teachers. It contains new detail and updates in relation to the changes coming to the NQT induction period—which has now been formally renamed as the ‘Induction for Early Career Teachers’.
What are the key points?
All teachers with QTS (qualified teacher status) who are employed by a school in England must complete an ECT induction period to a satisfactory standard (formally an NQT year).
There is no legal requirement to complete this induction period if you teach in FE (Further Education), academies, free schools and BSOs (British Schools Overseas) – but the induction period will still be implemented within Percy Hedley School to ensure our teachers are qualified to teach throughout the school.
Monitoring and support will be provided throughout the first two years of a teachers career and will be monitored by a range of specialist mentors within the school.
What’s new that we need to know?
This guidance has a number of changes from the previous Newly Qualified Teacher mentoring plan:
- The term early career teacher (ECT) replaces newly qualified teacher (NQT).
- The standard length of induction has been increased from one school year to two school years.
- In addition to the 10% timetable reduction that ECTs receive in their first year of induction, ECTs will also receive a 5% timetable reduction in the second year of induction.
- Schools are expected to deliver an induction period that is underpinned by the ECF. Appropriate bodies will have a role in checking that an ECF-based induction is in place
- The role of the mentor has been introduced. The mentor will have a key role in supporting the ECT during induction and is separate to the role of the induction tutor.
- There will be two formal assessment points, one midway through induction and one at the end of the induction period. These will be supported by regular progress reviews to monitor the progress of the ECT’s, to take place in each term where a formal assessment is not scheduled.
- In cases where ECTs working part-time can demonstrate that they have met the Teachers’ Standards, the appropriate body is able to reduce the length of the induction period and bring forward the final assessment point.
What is the purpose of the ECT Induction?
The main purpose of the ECT induction is to provide a bridge between your teaching training and a career in teaching. It is a combination of a structured programme of development, with support & professional dialogue (underpinned by the Early Career Framework), as well as consistent monitoring and assessment of performance against the Teacher Standards.
Overall this induction should provide a suitable platform for ECTs to demonstrate that they have met the Teachers’ Standards whilst also providing tailored training to suit their professional development needs enabling them to be an effective and successful teacher.
It is hoped that by allowing ECT’s to have two years of supported mentoring, and through access to professional training, teachers will feel that they are ready to continue in their careers for a longer period of time, and prevent early drop out.
Implementation within Percy Hedley School
At Percy Hedley School we have partnered with Best Practice Network as our delivery partner to provide our training and development for both our Early Career Teacher development and our specialist mentor development.
ECT’s and mentors have begun their program of study completing both virtual and in person training events to support networking and allow for development of support networks within their groups.
The feedback we have had so far has been positive and all participants have enjoyed the time that they have had to develop together and learn from each other.
Our ECT’s have a support network session within school to allow for them to come together and support each other with areas of the curriculum or assignments. Our mentors have created a steering group and meet weekly to talk through any issues which have come up, or work through areas of development from their training.
All of our ECT’s are trained through North Tyneside council, and will receive their final qualifications from them. They offer a CPD program which sits alongside the Best Practice Network to support further training and development to our ECT’s.
Introduction to ITT within Percy Hedley School
Within Percy Hedley School we are proud to partner with several local ITT providers to support both observational placements within school and to provide Teaching Placements within all areas of our school. We have a successful program within school, which is provided by a range of specialist teachers who have completed a range of mentoring qualifications from the local Universities as well as working on Coaching and Mentoring at Post Grad study.
We have a positive history of recruiting our students as teachers within school and have success at training them long term into management positions.
We have a long-standing relationship with Northumbria and our staff also sit on the interview panel for the PGCE and the BA Primary Education degree. We offer several opportunities throughout the year for observational SEN placements, and provide Primary Education teaching placements where they are appropriate within our lower school department.
We continue to develop our relationship with Newcastle University and in the past have completed peer mentoring and research projects with them around coaching and mentoring, student progress and ITT provision. Both our Teaching staff and therapists have been involved in the delivery during their SEN Festival for their teaching students and we offer both teaching placements and observational SEN work for their students at both PGCE and BA level.
We continue to work alongside Sunderland University and have used their Post Grad Mentor program to support CPD within our teaching staff. We are also involved in their SEN initiative program providing key note speakers and attending conferences to support and develop practice.
We offer both observational placement and specialist subjects teaching placement to Sunderland Students and last year employed three of our students within the school as ECT’s.
We work with Gateshead SCITT to support their students with their SEN week, working closely with them to support their program of teaching around SEN and then supporting the teaching students into school. Our staff then attend their presentations based around their learning within the SEN week and have always been impressed with their knowledge and reflections on their time with us.
We have worked with Newcastle College for several years now and have had a number of our teachers trained through their Mentor project. We offer placements for their PGCSE program where appropriate to support the development of teaching and learning across the year.
We offer a two-day placement to the SCITT students from Durham who come in and meet with our leadership staff and complete sessions within school to support understanding of the work that we do. Student then spend time in the classroom and complete question and answer sessions with management and staff on the second day. This has been very successful in the past and we always receive excellent feedback from the students.
We work with Durham to complete both observational placements and teaching placements, supporting their Primary department and as well as their specialist secondary PGCE’s. Two of our teaching staff have worked closely with Durham to ensure that their SEN lectures provide the knowledge and skills needed to complete placements in school, and have complete mentor training with them.
If you would like any further information about initial teacher training or the Early Career Framework please contact Rebecca Fletcher firstname.lastname@example.org