Early Careers Teachers (ECT) Information
Early Career Teachers (ECT) Information
At STAGS we welcome ECTs as colleagues every year and aim to provide a high quality induction programme. All ECTs are registered with an Appropriate Body who monitor the completion of the Early Career Framework (ECF) and the ECT’s induction. ECT Induction is coordinated by the Induction Tutor and we follow the guidance from from the DfE about the arrangements for ECT support, this includes the following:
- A Mentor is assigned to every ECT and meetings for the ECT to meet their Mentor are scheduled on both parties’ timetables. Records of action points are kept and form the basis of ongoing discussions
- Timetables for ECTs
- ECTs in their first year have 90% of a full time teacher’s timetable. This 10% release time is used for the ECT to observe experienced colleagues and carry out other supported tasks (such as moderation of marking with departmental colleagues or meetings with specialist colleagues such as SENCOs etc)
- ECTs in their second year have 95% of a full time teacher’s timetable. This 5% release time is used for the ECT to observe experienced colleagues and carry out other supported tasks (such as moderation of marking with departmental colleagues or meetings with specialist colleagues such as SENCOs etc)
- Observations of the ECT’s teaching are carried out on a half termly basis and are conducted by the Induction Tutor, Mentor (possibly in association with the Curriculum Leader) and the Head Teacher throughout the year
- In the first two terms of induction, the ECT’s progress is reviewed and a progress report is written by the Induction Tutor. The ECT is able to comment on the report before it is submitted to the Appropriate Body
- Subject specific professional development opportunities are identified for all ECTs and are supported by STAGS
Support for ECTs is readily available and we work with all colleagues to ensure that the induction period is completed successfully. ECTs are encouraged to talk to their Mentor, Curriculum Leader or the Professional Mentor if issues arise so that a timely solution can be found.
Many of our colleagues at STAGS joined as early career teachers and have progressed through their career to reach various leadership positions. If you would like to know more or discuss opportunities further, please contact our Professional Learning Mentor, Tessa Miles at: tmmhum@stags.herts.sch.uk
"During your first year of teaching, every day is another first. You'll 
encounter different challenges and learn something new every single day. One big theme among the advice that the Stags team shared about making it as a new teacher, was to have realistic expectations for yourself and celebrate the progress you are making".
S Maghsoudi
"I am now in my second year at STAGS and completing my ECT2 year. The support from the school and my mentor has been incredible. The opportunities to talk to colleagues in different departments and to see best practice across a range of subjects has been invaluable to improving my own practice and pedagogySTAGS is a lovely environment which is incredibly encouraging of new teachers to explore further roles within the school community - I am a form tutor which has given me an insight into all the amazing pastoral work of the school, and I am the Lead Practitioner for Classical Civilisations. These opportunities have only been available due to the fantastic support of the mentoring team and the school".
L Kemp