Our lead provider
We are partnered with lead provider Ambition Institute for our ECF-based Early Career Teachers programme. We deliver a fully funded, bespoke induction programme that enables schools to meet the DfE's statutory requirements.
The programme is designed to develop the knowledge, skills and expertise of early career teachers with a two year package of evidence-based support.
Curriculum
The Early Career Teachers programme is a blended learning experience. It provides teachers and their mentors with high quality training and materials alongside scaffolding to ensure effective mentoring.
| What participants learn | How participants learn |
|---|---|
| All the ‘learn that’ and ‘learn how to’ content of the Early Career Framework, including behaviour, instruction, curriculum, assessment and self-regulation. | A carefully designed combination of face-to-face training, virtual peer-learning groups, expert-led webinars and weekly video tutorials. These all sit alongside support for effective mentoring. |
| What effective teaching looks like through specific examples and explanations of how and why this practice works. | All content is designed and delivered by experts in teacher education, drawing upon the best available evidence in how teachers learn. |
Programme components have been designed intentionally to fit with the demands of schools and the busy lives of teachers. This keeps travel and cover requirements to a minimum, and provides online learning that can be undertaken at any time, in any place, on any device.
Roles & Responsibilities
There are three key participant groups in schools on the programme: the early career teacher, their mentor and the induction tutor.
Roles & Responsibilities
|
|
ECT |
Mentor |
Induction Coordinator |
|---|---|---|---|
|
Profile |
A practicing classroom teacher in their first two years of teaching. |
An experienced classroom teacher with the capacity for mentoring. *Ideally a specialist in the teacher’s subject/phase |
A member of the school’s senior or middle leadership team |
|
Role |
The main audience for the Early Career Framework. |
Directly supports the teacher in their development. |
The in-school lead of the programme and main point of contact for teachers and mentors. |
|
Responsibilities |
Learning and practising aspects of the framework throughout the programme. |
Engaging with the programme content |
Leading the programme in school |
| Engaging with weekly self-study (through Steplab, our online learning platform) | Carry out weekly observation and instructional coaching sessions with teachers | Making sure teacher and mentor time is protected. | |
| Attending clinics and conferences | Attending conferences, clinics and coaching on coaching to develop instructional coaching practice | Providing positive accountability to support teachers and mentors to engage |
Early Career Teacher Input
|
Early Career Teacher inputs |
||
|---|---|---|
|
|
Year 1 |
Year 2 |
|
ECT conferences Conferences are designed to give early career teachers a deep insight into key aspects of the ECF and implications for their classroom. |
Two full day conferences
|
One full day conference
|
|
ECT clinics Clinics are online workshops designed to help ECTs make sense of study materials and address common misconceptions. |
One 90-minute clinic each term |
One 90-minute clinic each term |
|
Weekly coaching (by mentor) Instructional coaching meetings give Teachers a specific, bite-sized action step. They will be given a clear model of 'good' and the opportunity to practise before Classroom implementation. |
Weekly 45 minute coaching meeting |
Fortnightly 45 minute coaching meeting |
|
Self-directed learning |
|
|
Mentor Input
|
Mentors input |
||
|---|---|---|
|
|
Year 1 |
Year 2 |
|
Mentor conferences Conferences are designed to give mentors a deep insight into instructional coaching and how to best support early career teachers. |
Two full day conferences |
None |
|
Mentor clinics Mentor clinics are online workshops designed to help mentors make sense of study materials, coaching methods and address common misconceptions around the ECF. |
One 90-minute clinic |
One 90-minute clinic |
|
Weekly observation (of teacher) Mentors observe their teacher each week. Unlike Conventional observations, these are not judging the effectiveness of a teacher. They are short and sharply focused on specific areas of practice. |
Weekly 15 minute observation |
Fortnightly 15 minute observation |
|
Weekly coaching (of teacher) Mentors select a specific, Bite-sized action step for their teacher to develop. Mentors give a clear model of what ‘good’ looks like and support the teacher to practise before classroom implementation. |
Weekly 45 minute coaching meeting |
Fortnightly 45 minute coaching meeting |
|
Self-directed learning |
|
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