The ‘Early Career Training Programme’ (ECTP) - Autumn Mentor Training Session

A Brilliant Start: Our First Mentor Sessions for the Early Career Training Programme (ECTP)

What a fantastic start to the Early Career Training Programme (ECTP)! Our first Mentor sessions were full of energy, insight, and inspiration — and we couldn’t be more delighted with the group of passionate, experienced educators who’ve joined us on this journey. It was wonderful to finally meet everyone, share ideas, and begin shaping what promises to be a truly transformative programme for the next generation of teachers.

Partnering with Education Development Trust (EDT)

We are proud to be working in partnership with Education Development Trust (edt), our lead provider for the ECTP. Edt is an international education charity with a long-standing reputation for improving education outcomes around the world. Their evidence-based approach to teacher development, leadership, and system improvement ensures that our mentors and Early Career Teachers (ECTs) benefit from the very best research-informed practice.

Together, we are committed to supporting new teachers to thrive — not just in their first years of teaching, but throughout their careers.

Building a Community of Mentors

From the very first conversation, it was clear that we have an incredible community of mentors who care deeply about the development of Early Career Teachers. The sessions were buzzing with thoughtful discussion, practical reflection, and shared experiences from classrooms across our schools.

At the heart of the ECTP is the belief that mentoring isn’t just support — it’s a catalyst for growth. The programme draws on the new Initial Teacher Training and Early Career Framework (ITTECF), which integrates the training and induction periods into one coherent, evidence-informed journey. This ensures every ECT benefits from consistent, high-quality professional development from their very first day in the classroom.

A Modern Framework for Modern Teaching

The ITTECF builds on the best international evidence and, as we discussed in our sessions, brings exciting enhancements that reflect the evolving needs of education today — including a stronger focus on SEND, oracy, inclusion, and research literacy. It’s all about ensuring new teachers are well-equipped to meet the needs of every learner in every classroom.

The Art of Dialogical Instructional Coaching

One of the highlights of the session was exploring the Dialogical Instructional Coaching model, which sits at the heart of our mentoring approach. This model balances clear, directive guidance with thoughtful, facilitative questioning — allowing ECTs to develop both confidence and autonomy.

We talked about how this balance mirrors great teaching itself: knowing when to guide, when to ask, and when to simply listen. Mentors will use this approach to help ECTs identify precise, high-leverage action steps — small but powerful changes that can make a big difference in classroom practice.

Practice, Practice, Practice!

Another key focus was Deliberate Practice, a structured, low-stakes way for ECTs to rehearse specific techniques before trying them in the classroom. Whether it’s refining questioning, improving transitions, or practicing modelling, these short, purposeful sessions bridge the gap between theory and practice — something that mentors were particularly enthusiastic about.

A Structured, Supportive Mentoring Cycle

We also explored the programme’s structured mentoring process, designed to make every meeting purposeful and impactful. Mentors will work through a clear cycle of diagnostics, support, and feedback — choosing between two tailored learning paths:

• Consolidate for embedding core teaching skills
• Extend for adding stretch and challenge

This flexible approach ensures that every ECT’s development is personalised, evidence-based, and focused on impact.

Beyond the Basics: Conversations That Matter

The session also gave mentors a chance to explore the 7-step model for managing challenging conversations, based on the work of Andy Buck. This practical framework helps mentors approach difficult discussions with empathy, clarity, and professionalism — something that will undoubtedly strengthen relationships and outcomes.

We also introduced the CLAIMS model for engaging with educational research — encouraging mentors to support ECTs in becoming critical, reflective practitioners who can navigate the wealth of information (and misinformation!) in education today.

Looking Ahead

Mentoring is one of the most powerful forces in education — and with the exceptional groups of mentors we have worked with, across Hampshire, we know our ECTs are in the best possible hands.

The first sessions were just the beginning, but they set the tone for what lies ahead: collaboration, reflection, growth, and the shared joy of teaching.

We left the sessions inspired, proud, and more certain than ever that with mentors like these, the future of teaching is in very good hands.

A Note from Kerry

“I’m so proud of the enthusiasm and professionalism our mentors have shown in these first sessions. Their commitment to supporting Early Career Teachers, grounded in both compassion and evidence-informed practice, truly embodies what the ECTP stands for.

As we move forward, I’m confident that this programme will not only strengthen our new teachers but also reignite the passion and purpose of everyone involved. Thank you to all our mentors for being such a vital part of this journey.”

— Kerry Somers, Programmes Lead