During our Everything ECT webinars we covered many questions raised by Early Career Teachers on the processes of induction and the concerns some have about how it all works. There are always some issues that come up regularly, so here are some frequently asked questions and answers to support anyone taking their first steps in the teaching profession…
What role do the Teachers’ Standards play in induction?
The Teachers’ Standards will be used to assess you as you complete your induction period. They are also Standards for all teachers in maintained schools to abide by. Induction is an opportunity to consolidate your initial teacher education and demonstrate that you are meeting the Standards over the course of your induction period, so it is worth becoming very familiar with them!
Will I be assessed on the Early Career Framework?
No. You are assessed against the Standards, not the Framework.
I have started my induction but only have a contract for this term. Is there a time limit on when I complete it?
There is a benefit to completing induction as soon as you can in that it gets it done and you gain valuable professional development in your early years in the profession. However, there is no set time limit for starting or completing induction. Eteach can help you to identify your next steps in your induction journey.
Can I complete my induction in more than one school?
Yes! And you can even complete your induction in more than one school simultaneously!
I am only part time but wondered if I still have to do induction in two years?
If you are teaching part time you still need to do induction which is the full time equivalent of six school terms. So, if you are working half time, you would take four academic years to complete your induction. Your mentor will help you to identify when you will be deemed to have completed your induction.
I don’t seem to have a reduced teaching load. Is this OK?
No, you really should have a reduced teaching load that involves teaching the same classes on a regular basis. In the first instance it would be worth talking to your mentor about this. If you don’t get a positive response, ask your union rep. It might also be worth asking other ECTs in your school, if there are any, if they have a reduced teaching load. Do keep asking until it is resolved, because a full teaching load for an ECT is not fair or reasonable. Your timetable should be no more than 90% of the teaching load of other teachers who have completed induction and are on the main scale without extra responsibility points.
I have been asked to lead on RE during my induction period. Is this a great opportunity that I should grab with both hands or too much for someone at my stage of teaching?
I would say this is probably going to be too much for someone who is new to the profession. It is flattering to be asked, but probably best at this stage to focus on the fundamentals of the job and when you have completed induction, then start thinking about where you want to take your career.
I don’t have a mentor. Is this OK?
No! You should have a mentor and an induction tutor. It would be wise to talk to your headteacher about your mentor, or lack of one, and aim to find out when one will be appointed. If you would rather speak to your union about this before approaching your head, that is fine. They will be able to give you guidance on how to get this resolved in a positive way.
I’m very nervous about being observed. I feel it is harder as an ECT than as a student. What can I do?
The best approach is to welcome observations. When they are done well, they can be brilliant learning opportunities especially if you have a chance to discuss in advance what the focus of the observation will be. Don’t forget you can request that your observer looks out for specific aspects of your work in the classroom that you would like to improve or that you would like solutions for. Be part of the process rather than having the process done to you. Observing others can help you to feel more comfortable with the process too. Aim to observe a range of different teachers in action. And don’t forget, you are at the start of your teaching journey. You are not expected to be an expert!
How often should I have a professional review of progress? I have been told different things.
You should have a review of your progress roughly every half term. It works best if you can schedule these in for the year so that the time is ringfenced. Trying to organize these meetings on an ad hoc basis is rarely satisfactory! Remember that you are an important part of these meetings. They should not be done to you. They are a chance to explore your objectives as well as your strengths and development needs. Where are you now, where do you need to be? Who can help you?
If you do not have plans for progress reviews at least every half term, talk to your mentor or induction tutor.
If you are taking your first steps through your induction period, we wish you the best of luck!
About the author
Elizabeth Holmes
After graduating with a degree in Politics and International Relations from the University of Reading, Elizabeth Holmes completed her PGCE at the Institute of Education, University of London. She then taught humanities and social sciences in schools in London, Oxfordshire and West Sussex, where she ran the history department in a challenging comprehensive. Elizabeth specialises in education but also writes on many other issues and themes. As well as her regular blogs for Eteach and FEjobs, her books have been published by a variety of publishers and translated around the world. Elizabeth has also taught on education courses in HE and presented at national and international conferences.