It is teaching quality that has the biggest impact on pupil outcomes: the ECF will support teachers, as well as their pupils, to realise their potential

Becky Francis, CEO Education Endowment Foundation

Our Process

Since September 2021 all schools have had a statutory responsibility to ensure that teachers in their first two years of teaching benefit from being a part of the rigorous requirements of the Early Career Framework. In essence, the Early Career Framework forms part of a high-quality two-year induction programme for newly qualified teachers.

The introduction of the exceptional support that Leeds Teaching School Hub offers schools engaging with the Early Career Framework is an extremely important part our work.

If you would like to enquire about or register with Leeds Teaching School Hub to deliver the Early Career Framework please email us at [email protected]

When schools use Leeds Teaching School Hub, in partnership with University College London (UCL), to deliver their Early Career Framework they receive unrivalled layers of support including:

The Early Career Framework

Leeds Teaching School Hub’s core responsibility in the Early Career Framework is to deliver the Full Induction Programme alongside our carefully selected national provider, University College London (UCL). UCL Institute of Education is ranked number one for Education in the QS World University Rankings and is a world-leading centre for research and teaching in education.

The Early Career Framework has a clear focus on the benefits of high-quality mentoring. Each Early Career Teacher works intensively with a carefully chosen mentor who is given the time and has a proven track record to effectively carry out the mentor role. Mentors provide effective targeted feedback, and support, and ensure the Early Career Teacher understands and applies the knowledge and skills set out in the framework so they receive a high-quality ECF-based induction programme. There are opportunities for outstanding professional development, not only for the Early Career Teacher, but also for the mentor involved in the programme.

Testimonials

The Two Strands to the Framework

‘Learn that…’ statements that have been drawn from high quality evidence from the UK and abroad and ‘Learn how to…’ practice statements giving guidance on the skills Early Career Teachers should be supported to develop.

These will provide firm foundations for colleagues new to the teaching profession to develop their practice, and ultimately accelerate pupil outcomes.

Following the UCL Institute of Education provider-led programme, Early Career Teachers in Year 1 will study five carefully designed modules that span the full breadth of the Teachers’ Standards. In Year 2 Early Career Teachers will enhance their teaching through four modules with an enquiry-based approach. In this second year the programme will be a bespoke one, with the Early Career Teacher focusing on areas of personal educational interest – behaviour, pedagogy, curriculum, assessment and professional behaviours.

Year 1

5 themed modules mapped to the Teachers’ Standards


Autumn term 1 – Module 1: Enquiry into enabling pupils learning

Autumn term 2 – Module 2: Enabling pupils in learning

Spring terms 1 and 2 – Module 3: Developing quality pedagogy

Summer term 1 – Module 4: Making productive use of assessment

Summer term 2 – Module 5: Fulfilling professionalism responsibilities (I)

Year 2

Enquiry based learning deepens understanding and practice


Autumn term 1 – Module 6: Enquiry into enabling pupils learning

Autumn term 2 Module 7: Enquiry into enabling pupils learning

Summer term 2 – Module 9: Fulfilling professional responsibilities (II)

Spring term and summer term 1 – Module 8: Enquiry into developing quality pedagogy and making productive use of assessment

Year 2 deepens both ECTs’ understanding of the content of the Early Career Framework and their ability to enact this content through their teaching. Mentoring approaches and opportunities to conduct supported practitioner enquiry build on ECTs’ growing expertise as skilled professionals. Increased challenge in carefully tailored learning activities prompts ECTs’ to ‘look up’ from an initial focus on their own practice to evaluate their impact on pupils learning.