ECT at SHS
Stretford High School welcomes Early Career Teachers (ECTs) as professional colleagues and the unique contribution they can make to the community.
The Early Career Framework (ECF) is a step change in support for early career teachers, providing a funded entitlement to a structured 2-year package of high quality professional development. The early career framework sets out what all early career teachers should learn about and how to do during the first 2 years of their careers.
It includes sections on:
What do ECT’s receive?
This offer includes:
Who is delivering it?
From September 2021 onwards, it will be delivered by Loreto Grammar School in conjunction with the Best Practice Network (B.P.N), our designated teaching Hub provider
How is it delivered?
A combination of self-directed study sessions, mentor meetings, online professional learning communities, discussion forums, induction conferences and training sessions within each of the five modules studied over the course of the two year programme.
What will an ECT receive?
An ECT will follow a structured induction programme. Weekly meetings will take place with the Early Careers Mentor (ECM) throughout the year and regular weekly meetings with the Induction mentor (IM).
1. 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:
In addition, training sessions will include:
An ECM will be responsible for supporting/facilitating with the following:
2. During the induction year an ECT will work towards induction standards relating to these areas via the ECF programme delivered by Loreto Grammar School in conjunction with Best Practice Network (Outstanding Leaders) partnership:
3. Access to the school’s Work Based Learning (WBL) credits system which includes workshops and delivered CPD in areas of interest/directed towards to gain credit. ECTs can also gain credit for delivering workshops and taking part in/organising experiences directly linked to how they wish to develop professionally. ECTs can choose from a wide variety of workshops therefore not restricting them to one pathway.
4. A buddy who is a recently qualified teacher with whom an ECT can meet once every half term for a coffee morning.
5. Observations will take place once every half term. Each observation will follow meetings with an ECT to identify a specific focus in relation to the induction standards and targets set.
6. Formal meetings will take place periodically with the IM to review the extent to which the ECT is meeting the induction standards, review targets and set new objectives in relation to this.
7. At the end of the induction period, performance against the standards will be reviewed and targets set in preparation for the school’s performance management system.