Early Careers Framework - FAQs
What does the programme look like?
Over a duration of two years, ECTs will work through twelve blocks of content and these are:
Block 1 – Establishing a positive climate for learning
Block 2 – How pupils learn: memory and cognition
Block 3 – Developing effective classroom practice: teaching and adapting
Block 4 – The importance of subject and curriculum knowledge
Block 5 – Assessment, feedback and questioning
Block 6 – A people profession
Block 7 – Embedding a positive climate for learning
Block 8 – How pupils learn: making it stick
Block 9 – Enhancing classroom practice: grouping and tailoring
Block 10 – Revisiting the importance of subject and curriculum knowledge
Block 11 – Deepening assessment, feedback and questioning
Block 12 – Continuing your professional development
How is the programme delivered?
The programme is delivered through a combination of self-directed study materials, videos, webinars, mentor sessions and group training sessions. The mentor sessions provide ECTs with one-to-one support and the ability to conduct self-reflection upon their practice to identify areas of strength and areas for improvement. The group training sessions will be facilitated by an expert practitioner and the sessions will encourage collaborative learning with other early career teachers.
Is there a specific directive on how regularly the mentors should be meeting with the ECT in the first year and does that differ in the second year?
It is advised once a week for the first year and in the second year, fortnightly mentoring sessions. The second year funding is for 20 hours of mentoring across the year. Anyone who has completed the NQT process this year does not need to follow the ECF framework for year 2. If the NQT has been on the early career framework early roll out last year, they would continue on this training.
If you have a part time ECT can the programme still be completed within the 2 years?
Yes this can be completed in the two years.
For ECT's who are on fixed term contracts, will that work in the same way as an NQT who moves schools during that period?
Yes, if an ECT is with you for the first year and moves to another school in the second year, the school who has them in the second year will get the funding. ECT's can transfer but must use the same provider.
Is it recommended to have the same mentor for 2 years?
It would be beneficial to have the same mentor. However, this could be difficult in regards to timetabling. The mentors who start with the ECT in year 1 would have receive the training and therefore this may be a consideration as to how this is addressed. Some schools have 1 mentor for 2 ECT’s but this would depend on release time.
If you had to change mentors and they have not had the training in first year, how would the Teaching School Hub support that?
Alpha Teaching School Hub would support with catch up training for new mentors. There will be ongoing opportunities for instructional coaching training throughout the year for mentors of ITT and the ECF. There is training and support as part of the second year within the Full Induction Programme through Alpha Teaching School Hub, Term 1 has 3 hours local delivery training, this can be built in if mentor has not had training before.
In terms of ECT’s, if they start part way through the year and they have missed some of the ECF training, what can the Teaching School Hub do to catch them up?
The enhanced programme would support this and offer 1-1 consultancy and support if required, we would look at how this can be built in going forward. It could be that if we have a large group we could provide additional training as a group to catch them up.
How is this programme is going to be tailored to the needs of ECTS and Phases?
There is a core package with any provider you go with which is set by the DfE. For some providers this cannot be changed, but with EDT, it can be flexible with local and regional sessions. We will look at needs analysis and work with other Hubs. Having cross curricular training and looking at providing core training for Early Years and separately for KS1 and 2 then Secondary with Subject Network Meetings.
Are we able to have a mechanism of feeding back as to how the ECF training is developing?
Yes, absolutely. Certainly we have already given feedback on pilot programmes, talked to them about what has been developed, we wanted to go with a provider who had ran this as a pilot to learn from this. Your local lead will be able to feed back to the strategic board and the Director as to how we can continually develop. We will also feed this back to your provider.
In terms of part time ECT’s that come to Essex County Council as appropriate body, I am assuming that if they are reducing induction there is an expectation that they have to engage fully with the ECF programme, concerns that they may miss certain things. Is the Teaching School Hub going to be monitoring that and ensure that part timers are going to access everything they need to?
Yes definitely, if they are registered on our programme. The online training can also be accessed at anytime by the ECT and discussed what they focus on with their mentors.
Education Development Trust (EDT) you referred to IRIS (lesson observation filming tool). Is that something that all schools will be expected to use as part of their work?
You are not expected to use this, it is a facility that is available for schools to use for free. It a resource for schools, and the hardware and software is free.
We were part of the pilot ECF rollout, the core modules from the DfE were fixed. How will this look next year?
All providers will have to follow the core programme stipulated by the DFE. However, we have given feedback to EDT and mentors are allowed to adapt the core programme sequentially so that if an ECT has a particular strength the mentor can decide how long the ECT spends on each module.
Our Trust piloted the EDT programme and was interested in Hubs putting on extra training that is more bespoke for phases. How will the ECF ensure that ECT’s are not being overwhelmed and manage their wellbeing?
Once you have signed up to the full induction programme through the hub we will complete a needs analysis of the ECTs and school requirements. This is the beauty of going through us as the teaching school hub for your full induction programme as EDT have proven based resources that they have been able to adapt and build upon from the pilot. Other providers have not yet written the materials for the ECF and were not involved in the early roll out. EDT already have the materials for training to ensure that our facilitators and local leads who work with to you and match the training needs. It is not expected that schools would need to provide additional training to the full induction programme, however, you may wish to.
How will mentor support be completed?
The mentor training consists of 3 hours in term 1 and they have access to a 1 hour webinar per term, which they can do as and when they wish to. We would have support to meet the mentor’s needs in the Full Induction Programme with Alpha Teaching School Hub.
When would the training take place for ECT’s?
As part of the online form in the welcome letter we have asked what evenings would work best for twilight training. We will look at the majority of requests for day/ twilight sessions to see what works for both schools and staff. Using instructional coaching and using IRIS can help to reduce time over the 2 years of the ECF.
What does the delivery model look like for ECTs?
What does the delivery model look like for mentors?