Choosing a provider for the ECF

A bit about Katy

Here at the National Institute of Teaching, we understand the joys and challenges of teaching better than most. After all, many of us come from teaching backgrounds ourselves. Take Katy Micklewright.

Before joining NIoT as Head of ECF, she was an assistant headteacher and induction tutor for many years. Not only did Katy run the ECF programme in her school, but she also worked as a National Lead Practitioner for Oasis Community Learning. “I’ve got direct experience of how tricky it can be to implement training programmes”, she explains. “As Head of ECF, the teachers and school communities we serve are always at the forefront of my mind.”

What is the ECF?

The early career framework (ECF) sets out what early career teachers are entitled to learn about and learn how to do when they start their careers. It underpins a new entitlement for two years of professional development designed to help early career teachers develop their practice, knowledge and working habits.

Using a lead provider

Lead providers work with delivery partners such as trusts, teaching school hubs and universities to deliver training directly to your early career teachers and mentors.

This is fully funded by the DfE, so there’s no cost for eligible schools. Learn about funding for training based on the early career framework.

Making lives easier, not harder

Katy prides herself on the responsive ECF programme that she has developed with her team. “As we were setting our programme up, we were aware that ECTs felt that the existing provision repeated a lot of what they had already covered in their teacher training”, says Katy. “So we tailored our programme so that the material would elevate and extend what had already been learnt.” Drawing on her own experience, Katy also knew that flexibility was top of her wish list: “We’ve built our programme around the school day, so teachers can engage fully in the programme outside classroom time”, she explains. “We know how busy everyone is, and we want to make their working lives easier, not harder.” So far, 96% of our ECTs and mentors say they are satisfied with our programme. As one mentor said: "It is great working with an organisation that is so receptive to feedback and who are so keen to continue to improve to meet the needs of all our colleagues."

Step-by-step guides

Now the programme is up and running, Katy and her team ask for feedback on every session that they deliver. “We’re always listening and learning”, she explains. “For example, we’re aware that online platforms can be difficult to navigate, so we want ours to be the simplest and the best. All our materials are freely available in PDF format, so they’re always available regardless. And we’ve put together step-by-step video guides to take you through the whole registration process.”

Context is key

Drawing on her own teaching experience, Katy was also keen to take full advantage of NIoT’s regional campuses and Associate Colleges. “When I took part in professional development of any type, I used to get frustrated when facilitators didn’t understand the particular challenges of our school, in our part of the country”, she explains. “So it’s really important that our facilitators are local, and they understand the issues faced by a particular demographic. We work with them so the training they deliver is directly relevant to the cohort in front of them, whether that’s ECTs or mentors. Ours is a community approach, where we’re creating a network of peers who are able to support each other.” Our feedback from ECTs is great: "Innovative and engaging curriculum content in live sessions, self-study and supportive contextualisation. I love the commitment to research."

A handhold from a real human being

At the same time, the regional campuses and Associate Colleges provide direct help and support when it comes to navigating the programme: “I know from my own experience that it’s so much better when you can speak to someone directly”, Katy nods. “This means you can get a quick response and nip any issues in the bud.” Katy laughs ruefully, “When I was an assistant headteacher in charge of ECF, I would have loved someone to hold my hand and offer support during the whole process. So that’s exactly what I want to provide to others in my position.”