Monitoring support of the ECT - checking that the ECT is receiving their statutory entitlements, and that regard is had to the statutory guidance. Providing Early Career Framework (ECF) fidelity checks to ensure schools are supported to provide the ECT with an ECF-based induction.
Monitoring assessment of the ECT – based on the Headteacher’s recommendation, making the final decision as to whether the ECT has satisfactorily met the Teachers' Standards, and therefore successfully completed induction. Reporting the completion of induction to the Teaching Regulation Agency (TRA).
Early Career Teachers
Engage with the Early Career Framework (ECF) - participate fully with the ECF training programme by completing the self-study element of the programme, attending the associated training days as well as meeting with their Mentor and Induction Tutor as required.
Continue to meet the Teachers' Standards - provide evidence of progress against the Teachers' Standards by keeping the Teachers’ Standards Evidence Form up to date. Keep track of and participate effectively in scheduled classroom observations, progress reviews and formal assessment meetings.
Assess the ECT against the Teachers' Standards - observe the ECT formally at least once per half term and meet with the ECT every half term to discuss progress against the Teachers’ Standards. Check the completion of the Teachers’ Standards Evidence Form is being kept up-to-date by the ECT. Complete progress reviews and formal assessments throughout the induction period.
Co-ordinate support and guidance for the ECT - ensure the ECT is engaging with an ECF-based programme and any other school-specific professional development opportunities. Take prompt action when an ECT is having difficulties putting in place a support plan if necessary and then monitoring progress against this plan. Participate in Induction Tutor training with the Appropriate Body and update the Appropriate Body regularly with any issues or queries regarding the ECT.
In the majority of cases, it would be expected that an ECT has a separate Mentor and Induction Tutor undertaking these roles independently from each other. Where a school feels they are unable to provide this they must contact the Appropriate Body immediately.
In some cases, where a school or MAT has multiple Induction Tutors due to many ECTs, an Induction Lead may be required to co-ordinate and quality assure the work of the Induction Tutors. The Induction Lead can also act as an Induction Tutor.
Support the ECT with the ECF-based induction programme - participate in ECF Mentor training and carry out weekly (Year 1) or fortnightly (Year 2) mentor meetings with the ECT using ECF-based materials. Support the ECT with their ECF-based learning and take prompt action where an ECT is having difficulties by discussing it with the Induction Tutor.
In the majority of cases it would be expected that an ECT has a separate Mentor and Induction Tutor undertaking these roles independently from each other. Where a school feels they are unable to provide this they must contact the Appropriate Body immediately.
Provide a suitable post for induction - ensure the ECT's post and responsibilities comply with the statutory requirements for induction. Headteacher's have overall responsibility for the monitoring, support and assessment of the ECT during induction.
Make recommendations to the Appropriate Body regarding the ECT's performance – at the end of the two-year induction period, make a recommendation to the Appropriate Body on whether the ECT’s performance against the Teachers’ Standards is satisfactory, not-satisfactory or requires an extension.