Navigating the ECF: Four tips for induction tutors

Guiding Early Career Teachers (ECTs) through their initial years in education can be both rewarding and challenging. As seasoned induction tutors, drawing from our collective experiences, we understand the importance of laying a solid foundation from the outset.

The Early Career Framework is an incredible feat, a brilliant initiative to support new teachers by giving them a world-class induction programme.​

But it’s hard to get that right, and any large-scale implementation is not going to be without its teething problems.​

We’ve had a chance to observe, listen, and learn from what’s gone before - and because we are rooted in schools, we understand the pressures that headteachers and trust leaders are under.

We’re able to innovate – being agile in responding to the concerns, needs, and pain points of schools – without the need to undo already agreed delivery frameworks.​

We’ve listened to our induction tutors feedback and gleaned these four helpful, practical tips for a smooth transition for ECTs into the Early Career Framework (ECF).

Timetabling: The Cornerstone of Success

Timely planning is essential. Begin by securing support from your leadership team to allocate dedicated time for ECTs and mentors. The ECF mandates a 10 percent reduction in the timetable for ECTs in their first year and five percent in the second year to allow them to observe, meet and gain feed back regularly and without interruption.

Protecting this time is paramount, as is ensuring that ECTs and Mentors have the space to engage fully with training sessions and self-study. Without this their opportunities for success may be limited. Show your commitment to them and ensure that they are never taken for cover during these times. If you support your ECTs and Mentors by making sure they have this time, it will reduce their stress, but also reduce pressure on your cover systems and other colleagues.

Coordinate with your local delivery partner to understand the calendar of live sessions your ECTs and Mentors must attend and check that they do! Doing so not only minimises disruption and maximises efficacy, but ECT and Mentor’s active engagement is key for their learning and development but your school’s ECF funding will also be negatively affected if they do not attend live sessions and complete self-study.

Mentorship: Cultivating Excellence

Invest in mentorship early on. While the Department for Education (DfE) funds mentors for 36 hours over the two-year programme, additional time may be necessary for optimal support. Collaborate with your leadership team to allocate sufficient hours for mentorship without overburdening colleagues and make sure your mentors fully understand what is required before they agree to do this amazing role. Encourage potential mentors by outlining clear expectations and emphasizing the myriad developmental opportunities inherent in the role. Have a read of our most recent research about mentor selection.

Elevating the profile of the ECF   

Promote the ECF as a cornerstone of professional development within your school. Encourage a culture of support and collaboration, recognizing ECTs as valuable contributors to the educational community. Emphasise the role of mentors in facilitating the application of evidence-based practices, fostering confidence and efficacy among ECTs. Use your ECTs and Mentors to foster increased understanding of the most up-to- date research and why not use the ECF to make your life easier when planning high-quality Professional Development for your colleagues?

Invest in your ECTs and Mentors so that if they attend live sessions online, they have appropriate devices with working cameras and microphones, this will help them gain the very best experience of the programme!

Streamlining Registration: Preparation is Key

Anticipate the administrative requirements of registering ECTs and mentors with the DfE. Maintain comprehensive records, including full names, teacher reference numbers, and contact details for your ECTs and mentors. Stay proactive by identifying your lead provider and local delivery partner well in advance. By preparing meticulously, you can streamline the registration process and alleviate unnecessary stress at the end of term. Schedule time each term to check back to your DfE site and audit the information held there, this will mean the right people always get the right messages!

In conclusion, effective induction tutoring necessitates proactive planning, clear communication and a commitment to ongoing support. By implementing these strategies, you can lay the groundwork for a successful ECF programme, empowering ECTs to thrive in their early careers. As you embark on this journey, embrace the opportunity to nurture the next generation of educators with diligence and compassion.

To find out more, visit www.niot.org.uk/develop-others