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Our Provider Led Programme

What we offer

  • Experience of running an ECF programme (pilot)
  • Dedicated ECF facilitator
  • Facilitators from schools in our region who understands the context of your school

Our Lead provider

We partner with education charity Ambition Institute to deliver a bespoke induction programme for Early Career Teachers (ECTs) that enables schools to meet the new statutory requirements for ECTs. This Department for Education-funded programme is designed to develop the knowledge and skills of early career teachers.

Those doing the training will learn Benefits to your school include
The content of the early career framework, including behaviour, instruction, curriculum assessment and self-regulation. Improved well being and job satisfaction of ECTs.
What effective teaching looks like, putting them on the path to becoming an expert in teaching. Attract and retain staff.
How to keep getting better, so they can continue to improve in their careers.​  A two-year package of support.

With retention an issue across the education sector, investment in teachers’ development has never been more important, especially for those who are just starting out. This brand new, Department for Education-funded programme builds on the thinking behind the Early Career Framework to help educators early in their careers develop expertise, and improve wellbeing and job satisfaction.

Retain your staff

Provide the quality professional development and mentoring that new teachers need to consolidate and become effective and satisfied in their roles, and stay in the profession.

Cutting edge insight

Give your early career teachers and mentors access to the best available evidence, alongside internationally-recognised effective practice from around the world.

Curriculum

The Early Career Teachers programme is a blended learning experience. It provides teachers and their mentors with high quality, evidence-informed 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. This will help early career teachers develop expertise in teaching All content is designed and delivered by experts in teacher education, drawing upon the best available evidence in how teachers learn.
How to keep getting better, so they can continue to improve and thrive during their career.

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 coordinator.

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.

2 full day conferences. 

September and spring term. 

1 full day conference

September

ECT clinics

Clinics are online workshops designed to help ECTs make sense of study materials and address common misconceptions.

1 hour clinic each term

1 hour 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.

2 full day conferences. 

Before/ in September and Summer term. 

 

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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.

1 hour clinic in half term 2/3 and half term 4/5 

1 hour clinic in half term 1/2

Coaching on Coaching

One to one training with an expert educator on effective instructional coaching, including common misconceptions and feedback.

2 x 60 minute coaching on coaching meeting throughout the year

1 x 60 minute coaching on coaching meeting in half term 1/2

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