Roles and responsibilities

Role Description
Early Career teacher (ECT)

Teachers in their two-year Statutory Induction period (or FTE equivalent). As part of their Early Career Training Entitlement (ECTE), they receive a two-year professional development programme.
Mentor

Provide regular, tailored support to ECTs in their schools. Every ECT has a Mentor. They:

  • - meet with ECTs to provide instructional coaching or, in some instances, pastoral support, in a safe, non-assessed, tailored way.

  • - carry out regular, informal, non-judgemental lesson drop-ins so that they can provide ECTs with effective, targeted feedback and support.

  • - work collaboratively with the School Induction Tutor and Headteacher to make sure that ECTs receive the support they need, including phase, setting or subject specific mentoring
Induction Tutor (IT)

Responsible for coordinating the enactment of the ECT programme within their school (or group of schools). They:

  • - ensure ECTs can engage with the ECT programme (for example, by making sure that ECTs have the right amount of time off timetable).

  • - actively track and support ECT development, providing guidance to help ECTs navigate their induction journey.

  • - work with Mentors to ensure that training is appropriately contextualised for the school setting.

  • - assess ECTs against the teachers’ standards in a formal capacity to evaluate their progress.
Headteachers

Have overall responsibility for the ECTE within their schools. Headteachers ensure that ECTs and Mentors have a reduction in their timetable according to the statutory guidance. Headteachers are asked to ensure that a Mentor is from the same phase/subject as the ECT as far as possible.

 

Early Career Teacher Input

Year 1

In year 1, ECTs are expected to:

- Complete the ECT Year 1 orientation

- Engage in fortnightly self-study

- Engage in weekly ECT-Mentor meetings

- Attend 2 conferences

- Attend 3 clinics

Year 2

In year 2, ECTs are expected to:

- Complete the ECT Year 2 orientation

- Engage in fortnightly self-study

- Engage in fortnightly ECT-Mentor meetings

- Attend 1 conference

- Attend 3 clinic

Mentor Input

New Mentors receive a year of professional development alongside their ECT. Compulsory Mentor training lasts for one year, but Mentors will support their ECTs for both years.

Mentors are expected to:

- Complete the mentor orientation

- Attend 2 conferences

- Attend 1 clinic

- Meet with their ECT weekly in year 1and fortnightly in year 2 to deliver instructional coaching