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. These professional development opportunities are encouraged and our support for Recently Qualified Teachers (RQTs) reflects this. If you would like to know more or discuss opportunities further, please contact our Professional Learning Mentor, Tessa Miles at: firstname.lastname@example.org
"The first year of teaching can be daunting and stressful, but the variety of sessions held by colleagues ensured that I was prepared for the experience and supported along the way.
The weekly sessions were not only useful for things that weren’t covered in the ITT year but also allowed us to gain insight into other areas such as the use of technology in the classroom and being a form tutor"
"NQT/RQT - I've thoroughly enjoyed the induction programme at STAGS. I have felt both supported and enlightened by the programme put together by the school. It is really beneficial to have a chance to talk to members of staff delivering the training sessions and fellow trainees"