Before the term ECT became ‘official’ in September 2021,  it was often the case that new teachers got to the end of their NQT induction year and were ‘set free’.

In extreme cases some were left to sink or swim. You’re fully qualified, so you don’t need any more support.

This was clearly unhelpful, so the Early Career Framework was introduced. Apart from the obvious extension of professional support for another 12 months, other key aspects were added. It’s worth reading.

The report by Teacher Tapp points to some interesting reflections.

• ECTs would like more support from their school – especially with managing behaviour
• following the ECF has increased their workload
• there is not enough specialist subject/ phase training
• second year ECTs in particular didn’t think that timetabling prioritised the ‘least experienced’
• in that group, 19% thought that the ECF will make them less likely to stay in the profession
• 61% of senior leaders would like schools to have more flexibility in the way they provide support
• and this is worth putting in a different colour:

5% agreed that they “learned more from the ECF that they didn’t already know” (from experience or Initial Training)

We encourage everyone to Ask More Questions. So:

How well thought through is an initiative that adds to a newly qualified teacher’s workload?

Who is responsible for ensuring an appropriate timetable?

Where is the tailored provision? We work hard to provide it for our students, why not for our teachers?

Get into the detail here. Come to your own conclusions.