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NQT Induction Article

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Schools have been at the eye of the Covid storm over the past couple of years. Classrooms across the country have been experiencing extraordinary challenges. Bubbling, mask-wearing and social distancing are just some of the ‘interesting’ factors teachers and support staff have had to cope with – not to mention adapting resources, materials and practice to remote working.

It might be timely, then, that the Department for Education (DfE) has replaced and updated the three term NQT induction with a longer, more comprehensive transition between training and the start of a fully-fledged role in teaching.

Based on the Early Career Framework, the Early Career Teacher (ECT) induction combines a structured development programme with structured mentoring and support from an induction tutor. The programme is designed to give ECTs the training they need to become effective and successful and demonstrate they have met the Teachers’ Standards.

ECTs still have one opportunity to nail their induction, but by increasing the period to two academic years, DfE has doubled the opportunities available for development and progression.

Another major difference is the introduction of two key figures for any ECT: a mentor and an induction tutor. A mentor will work closely with an ECT to regularly review progress and act as a sounding board. It is the induction tutor’s job to carry out two formal assessments (one at the end of both academic years) according to the Teachers’ Standards. 

Simple and effective steps to success

  • Absorb and take on board the advice and feedback from your mentor.
  • Make the most of all learning opportunities: This is the ideal time to ask questions.
  • Use the relationship with your induction tutor to raise any concerns and nip problems in the bud.

We asked ECTs for their top takeaways for people like you. The result takes pride of place on page 11 of the first edition of our specialist magazine for teachers: Chapters.