Support for Early Career Teachers
Our teachers are specialists in their subject and experts in teaching our students’ age group. Staff who join us will undoubtedly benefit from their experience and support.
The College is excited to welcome new colleagues and we feel that we can benefit from their enthusiasm, energy and new ideas. In return, we are determined to provide excellent support and career development for all staff new to College. We also have an extensive programme of support for Early Career Teachers and for those completing teaching qualifications.
In line with statutory guidance from the DfE, Worcester Sixth Form College offers a 2-year induction programme for Early Career Teachers (formerly NQTs).
At Worcester Sixth Form College we believe that the ECT induction is the responsibility of the whole college. Our programme is co-ordinated by the Induction Tutor who is our Senior Leader for Teaching & Learning, but also involves a variety of our staff who will contribute to mentoring, demonstrating, encouraging, assessing and reporting.
Purpose of ECT Induction
- All qualified teachers who are employed in a relevant school in England must, by law, have completed an induction period satisfactorily, subject to specified exemptions.
- Statutory induction is not a legal requirement to teach in FE or the independent sector, academies, free schools and BSOs, but may be served in these settings.
- Early Career Framework (ECF) based training is expected to be embedded as a central aspect of induction; it is not an additional training programme.
- An appropriate body has the main quality assurance role within the induction process. The appropriate body is responsible for checking that headteachers/principals have put in place an induction programme for the ECT and ensuring that this programme of support is clearly based on the ECF.
- Monitoring and support throughout induction should be sufficient that there are no surprises when an ECT reaches a formal assessment point.
Statutory induction is the bridge between initial teacher training and a career in teaching. It combines a structured programme of development, support and professional dialogue, underpinned by the Early Career Framework, with monitoring and an assessment of performance against the Teachers’ Standards.
The programme will support the early career teacher and provide them with the necessary training to ensure that they can demonstrate that their performance against the Teachers’ Standards is satisfactory by the end of the period. Induction will provide a foundation for ECTs and equip them with the tools to be an effective and successful teacher.
How it will work at Worcester Sixth Form College?
The College aims to support ECTs in the transition between initial teacher training and their teaching career. Those ECTs with QTS status are eligible to commence the induction process and will be notified of the start date of this period once agreed by the appropriate body and the principal. The start date for induction should be the date when the ECT’s induction programme formally commences.
In line with DfE guidance for those serving an induction period in a Sixth Form College, Worcester Sixth Form College will:
- Ensure that normally no more than 10% of the ECT’s teaching in the FE institution is devoted to teaching classes predominantly consisting of pupils aged 19 and over.
- Enable the ECT to develop a sound knowledge and understanding of day-today practices and the role of a teacher in a school; ECTs should spend the equivalent of at least ten days teaching children of compulsory school age in a school during their induction; and
- Make every effort to provide the ECT with up to a further 10 days experience in a school setting.
Timetable – year 1 (10% reduced timetable)
ECTs will have a maximum timetable of 5 blocks. This will comprise of a suggested academic timetable of 4 academic blocks.
0.5 block - student support/enrichment (less if ECTs need more subject meetings)
Other developmental activities – possibility of shadowing a tutor/high school liaison activities/interviewing new students.
Each ECT will be assigned a mentor (subject lead/HoD as appropriate) and will attend a timetabled meeting of 65 minutes with their mentor each week (part of this may include an informal lesson observation or learning walk). This meeting will be scheduled by the subject mentor at the start of the academic year.
ECTs will attend a 1-hour session each week with the induction tutor/ Senior Leader for Teaching and Learning and Staff Development (SJJ) and undertake a programme of training that supports the ECT to understand and apply the knowledge and skills set out in the Early Career Framework’s evidence (‘learn that’) statements and practice (‘learn how to’) statements. The WSFC induction programme will also incorporate a post 16 context in terms of the selected ECT modules. This will also include identification and development of new enrichment options ECTs could deliver in year 2. Meetings will take place on Tuesdays (4.15 -5.15 room tbc) The delivery of the 5 core areas of the Early Career Framework will be provided by the Ambition Institute, through the Prince Henry’s School hub. ECTs and mentors have been registered with the Ambition Institute and will attend events and conferences as programmed throughout the induction period.
The 5 core modules of the ECT framework are detailed below:
ECTs will attend the Teaching and Learning Group when scheduled, in place of the weekly training session with the induction tutor. ECTs will also have access to one-to-one sessions from the induction tutor to support progress.
ECTs are also expected to observe experienced teachers at WSFC as part of the training programme. ECTs will also have the opportunity to complete 10 days of observation in a secondary school (SJJ to coordinate).
Timetable Year 2 (5% reduced timetable)
ECTs will continue to receive support from their designated mentors and will have regular meetings with the induction tutor to facilitate delivery of the Early Career Framework.
ECTs to continue to attend the Teaching and Leaning Group and share good practice through observation of experienced staff at WSFC or other institutions.