We’re pleased to announce that we will be partnering with Ambition Institute for another year to deliver our Early Career Training (ECT) programme that builds on the thinking behind the Initial Teacher Training and Early Career Framework (ITTECF). Programme starts September 2025.
Ambition is an experienced provider of ECT, working with over 53,000 early career teachers and mentors since 2021. They are committed to helping schools tackle educational disadvantage and do so by offering evidence-informed programmes that are backed by teachers and school leaders across the UK.
Why this programme?
The ECT programme is an induction course tailored to the needs of early career teachers, using an evidence-informed, bite-sized curriculum. It equips your teachers with the knowledge they need to make a real impact over the course of their careers.
Attract and retain staff
- Provide quality professional development for your teachers, encouraging them to stay in the profession.
- Provide your experienced teachers with teacher development and leadership for participating mentors.
Tackle Challenges
Support your early career teachers in their day-to-day practice with a bite-sized, flexible curriculum.
Steplab
Your early career teachers will also benefit from the innovative Steplab platform, designed by teachers, for teachers. An accessible learning platform designed to provide carefully structured support, to ensure that mentors in your school can provide high-quality mentoring without adding to their workload.
Cost
The Early Career Training programme is funded by the Department for Education.
Want to join our ECT programme?
Contact Us
If you’d like to work with us to support your early career teachers or learn more about ECT and how it can benefit your school, please follow this link to enquire. You can also email us at inspirationteachinghub@inspirationtrust.org or call us at 01603 733443.
Roles and responsibilites
Roles & Responsibilities
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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
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Early Career Teacher inputs |
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|---|---|---|
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Year 1 |
Year 2 |
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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
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One full day conference
|
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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 |
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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 |
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Self-directed learning |
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Mentor Input
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Mentors input |
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|---|---|---|
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|
Year 1 |
Year 2 |
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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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