Contact us to register a new ECT: complete the ECTE New Starters Form below or call the ECTE team on 0113 3229877 and select option 1

ECTE New starters form

Our Process

In 2025 the Early Career Framework became the Early Career Teacher Entitlement (ECTE), a 2-year programme that supports early career teachers (ECTs) when they start their teaching career. It’s designed to:

It includes:

  • a training programme for ECTs
  • mentor support for ECTs
  • a training programme for new mentors (if the school uses a DfE funded lead provider)
  • time off timetable for ECTs and mentors
  • regular progress reviews and 2 formal assessments for ECTs against the Teachers’ Standards

If you would like to enquire about or register with Leeds Teaching School Hub to deliver the Early Career teacher Entitlement, 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 Teacher Programme they receive unrivalled layers of support including:

Personalised support from our dedicated Director of LTSH Expert CPD for leaders who are engaging with the Early Career Teacher Programme Clear weekly communication ECT and mentor training through regular, high quality facilitation meetings

Early Career Teacher Entitlement

Leeds Teaching School Hub’s core responsibility in the Early Career Teacher Entitlement 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 Teacher Entitlement 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 ECT 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.

To find out more view our handbook for ECTs, mentors and induction tutors and our testimonials.

Handbook
Testimonials

The Early Career Teacher Programme

In England induction for Early Career Teachers (ECTs) is an important preparation for teachers, so that they can become ever more effective in the classroom and will wish to stay in the profession. The UCL programme – based on the ITTECF that ECTs will have encountered during their ITE year – has many distinctive features that reflect their passion and commitment to developing teachers and improving outcomes for learners.

The  programmes serve the early career teacher and their mentor.

UCL’s programme writers and leaders draw on their own school experience and UCL’s deep well of research into the professional learning and development needs of teachers and school leaders. Programme leaders, partners and training facilitators are all experienced school teachers and leaders. The materials are enhanced by case studies from every setting where our mentors and ECTs work.

The ECT, guided by their mentor through module formative assessments, is in control of their learning. They engage with the research insights and case studies, and do the Theory into Practice (TiP) activities, to build on what they already know and can do. The mentor programme is tailored to reflect their own prior experience.

Resources are available so that ECTs and their mentors can look back and look forward. Year One covers the whole of the framework; in Year Two, participants revisit the parts that matter most to them, consolidating their practice through inquiry.

The models of mentoring – ONSIDE and educative – position the mentor as a co-learner and co-thinker with their ECT, where the classroom is a place where they also can learn. We share real-world scenarios from all phases and educational settings and we are constantly working with our partners to grow this resource.

The programme presents research insights with participants and constantly invite them to reflect upon these in light of their own practice. Each module concludes with a review – either a programme evaluation or a resolution to a live of inquiry. In Year Two, we show our ECTs how to conduct practitioner inquiries, so they look more systematically at the impact of their teaching. Inquiry becomes the predominant way a teacher thinks about teaching.

There are 10 Modules. ECTs working part-time, or commencing the programme in the Spring or Summer Terms are supported by our Non-Standard Induction policy. The materials are open, so ECTs and their mentors can access them when they need them. Our Professional Development Partners (DPs) run live facilitated sessions for us, but recorded versions are always available for anyone who needs to access the learning in that way. There are no requirements for ECTs to upload assignments to UCL, there are no deadlines, but we do mandate that you feed back to UCL at the end of modules 1, 3 and 5.

UCL has built close professional development partnerships with dozens of Teaching School Hubs and other ‘Delivery Partners’ across every part of England. We are a ‘community of learning’. ECTs and Mentors experience these communities in their clusters, where they can attend in-person or online facilitated learning and local learning community sessions. UCL Extend, the VLE, is a virtual learning community – hosting our programme resources, our enhanced materials and our podcasts.

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

Becky Francis, CEO Education Endowment Foundation