DRET Teaching School Hub

ECT Programme Key Documents and FAQ

Useful Documents for ECT

 

FAQs:

What is the time commitment for an ECT completing the programme?

The ECT Programme is a fully funded, two year induction programme for ECTs joining the profession. The programme includes:

  • 3 full-day conferences (focused on deepening their understanding of how pupils learn, the principles of responsive teaching, and effective implementation). This will be delivered either in person or online. 
  • 6 one-hour virtual clinics to support early career teachers with strategies for classroom practice, based on their study materials and key areas from Early Career Framework.
  • Weekly modules of online learning. Self-study modules help early career teachers engage with the latest research and ideas for practical classroom implementation in a manageable and accessible way.
  • Weekly instructional coaching sessions designed to support early career teachers to apply insights from the study materials into their classroom practice. Mentors will provide teachers with a specific, bite-sized action step to practice each week that responds to their own classroom context and practice.

You can find all key dates in our key documents below.

What support is available to mentors within the programme?

Mentors will also attend conferences, facilitated clinics run by our ECT Visiting Fellows and access materials via Steplab to support their mentoring role as part of the programme. In addition, our ECT Visiting Fellows will provide coaching-on-coaching slots over the course of the programme where Mentos can receive bespoke support as they develop their coaching expertise. You can find all key dates in our key documents below.

For ECTs and Mentors, what does a typical week look like?

Each week, ECTs will undertake their study via Steplab, which should take 30-50 minutes. They should also take the time to review their action step and consider how they might use feedback provided by their mentor in the classroom. 

Each week, Mentors will carry out a 10-15 minute lesson drop in, plan a coaching session around this drop-in and form an action step on Steplab. 

The ECT and Mentor should then meet for an instructional coaching session, where the Mentor will provide granular feedback and details of the action step set for the ECT. This session may include deliberate practice, where the ECT will rehearse how to implement specific strategies within their classroom practice, supported by their Mentor. 

I am an Induction Coordinator; how can I support our ECT and Mentor?

As Induction Coordinator, you can view your ECT's progress and Mentor's feedback and action steps set via StepLab. This will give you a strategic overview of how your ECT is getting on with their self-study when coaching has taken place, any action steps ongoing and where your Mentor has provided praise where appropriate. 

To ensure ECTs and Mentors can engage with all of the facilitated content of the course, it is essential that they have access to a device with a camera and working microphone.

From time to time, we may contact schools directly to offer additional support with the completion of the programme if StepLab indicates that self-study or coaching is not taking place. Alternatively, if you would like our support, please do get in touch

Is there an assessment tool for the ECT Programme?

The ECT Programme is a developmental curriculum as opposed to an assessment tool, however, there is an expectation that both ECT and Mentor engage with and attend all components of the programme, as it is specifically designed to support their development. 

Induction Coordinators will complete an ECT report three times over the academic year via ECT Manager to confirm that ECTs are meeting the teaching standards. This is a separate part of the ECT's induction into the profession and is known as the requirement for Appropriate Body Services. For more information on this statutory requirement, visit here to find out more and view the handbook. 

ECT Key documents