Welcome to the Teach First Early Career Framework Programme; we look forward to working with you to ensure newly qualified teachers (NQTs) have the best possible start to their teaching career. We have designed this programme, with expert influence, best practice and the most up to date research, to support induction leads, mentors and early career teachers (ECTs).
Teach First have worked in collaboration with the following five partner schools, the Driver Youth Trust and Reach Academy to create a two-year programme which will support your professional development through your early teaching career.
Read this first…
The core induction programmes published here have been made available a year ahead of schedule so that the maximum number of newly qualified teachers can benefit from the support the Early Career Framework (ECF) provides.
In order to make them available for early use, we have released these materials in a slightly different format, and you should use them in the way that benefits you the most. Early career teachers may not yet be able to take part in face-to-face training or have a dedicated mentor, which will be part of the structured programme offered from September 2021. Using the materials as a tool for self-study may therefore be most beneficial. Other schools may choose to use the resources as a base to introduce their own programme of support and development for their early career teachers.
Some of the videos and audio files referenced in the courses are being finalised and will be included in further versions of the documents as part of the full roll out of the scheme in 2021. Where it has not been possible to include them, suppliers have provided scripts or filming briefs.
Early Career Teachers
This two-year programme has been designed to support your development through your early career as a teacher.
Why is this programme so important?
Listen as Reuben Moore, Executive Head of Programme Development at Teach First, explains why this programme is integral to the teaching profession and your professional development.
Hello colleagues. Welcome to Teach First’s Early Career Framework programme. We’re so glad you could join us. My name’s Reuben Moore. I’m the Executive Director of Programme Development at Teach First. I was also on the Department for Education Advisory Group that created this Early Career Framework in its original format. I just wanted to, first of all, thank you for joining us, but also outline why I think this is such an important development for you and for the sector. The first thing to say is, your development and the development of teacher knowledge and teacher expertise is the most impactful in-school determinant of a child’s success. We know that great teacher development really helps pupils progress in their knowledge and their skills and their capabilities. And we know this is especially true for children who are identified as disadvantaged for example. Teacher development is so important and teacher expertise is so vital to all of your children succeeding. And we know ultimately that being a teacher is about you seeing the development of those children and young people that you serve.
So where did this programme come from?
Well, in 2019, as I’m sure many of you know, Damien Hinds – the then Secretary of State for Education, had an issue. He wanted to look at the issue of recruitment and retention of teachers. He knew that he wanted to get as many great people with great potential into the teaching profession, but also, he wanted them to stay. He wanted them to make the great start to their career so that they would have a thriving career in schools and especially in their classrooms. And therefore, out of that, one of the elements was an Early Career Framework. And this really started a look at ‘what did the research say?’, ‘What are the steps that a new teacher should take in a range of areas?’, ‘How can subject matter experts or experts in school and from outside the school support those new teachers to practice those techniques, to develop critical analysis, to gain feedback, so that they can really sustain that over a period of time?’ And from that, Teach First has developed a programme that supports you to do just that. So, why is it important? It’s important for you, but also for the classes that you teach.
How does it work?
Well, there are a number of elements to the framework and there are a number of elements to how we will support you develop your expertise in that framework. But I think one of the elements that I’d like to focus on is that ‘how’, and it’s about practice. We know that practicing certain things help novice teachers get better. We also know that seeing an expert break something down and then have a novice teacher start to develop that expertise, and get feedback on it, can really help them develop.
I learnt to teach in 1998 so it feels like a million years ago now but at the time I was really struck that I used to watch a number of really expert teachers but almost what they were doing seemed like magic. There seemed to be too much that was going on that I had to do and I was left leaving those classrooms at certain times and I’d have a million things to do and ultimately I don’t think I can do them until I’ve been in the profession 10 years, 20 years, 30 years. And yet what we’ve tried to do is to try to look at what those particular techniques are; what the research is in terms of great expert practice and classrooms; to critically evaluate that research; to bring experts to your door figuratively through videos and through discussion so that those experts can break some of those elements down – that they can unravel the magic if you like, so that new teachers have a really strong schema, a really strong kind of view of this, of what good looks like, and they can also start to practice some of those techniques to help them on the way. And all of this is underpinned by great research that, again, you and your mentor will explore together, that will help you in the classroom but also allow you to critically evaluate.
And then finally we know the professional development for anybody, but especially for teachers, can’t just be a one-off event. It has to be sustained over a period of time so therefore this programme keeps pace with you and with your development. We want to walk figuratively alongside you to support you in the next development that you make towards expertise in your teaching career.
The last thing I want to say is we also don’t want to overload you. We know that being a newly qualified teacher or even a teacher in their second or third year in the classroom can be exhausting. So therefore, we want to give you the space within our programme to reflect on your own practice, to gain something new but also to apply it into your lessons. We want to make sure that anything you learn on this programme will help you do the job and not be an extra burden on top of the job. So that’s why this is so important. It’s a support to you in really kick-starting a long career in teaching and it gives your pupils the best chance possible. Because we know that you want to support those pupils in the best way possible and we in turn want to support you and your mentors to be able to do that.
I wish you all success on this course and also, I wish you success in your teaching career and I hope that this programme has supported you to make the best possible start.
As a mentor to an early career teacher, you are in the privileged position to guide new teachers into the profession; we want to ensure that you have all you need to feel comfortable and confident to do this.Download ECF mentor Guidance Handbook (PDF)
The following materials are provided for SLT/Induction leads.
When the Early Career Framework reforms are launched nationally in 2021, the Full Induction Programmes will include face-to-face training. Schools who choose to use the Core Induction Programme will design and deliver the early career teacher and mentor training themselves. For those schools, we are including training outlines with this release, which give guidance on what should be covered in the early career teacher training.