As an induction tutor this year, I have seen the ECF bring real quality to our mentor meetings..

I have been working with LTSH since September 2021 and have found their support throughout my first year as an induction tutor invaluable.

During my ECT year, working as part of the Leeds Teaching School Hub and engaging with the Early Career Framework has been intrinsic to my progress and the constant improvement of my teaching practice. I have been able to utilise the wide variety of case studies and resources- on the UCL platform- to forensically analyse my own teaching with the unwavering support of my exceptional mentor. The framework has tied in seamlessly with my school-centred training and it has allowed me to continually improve throughout the year. Leeds Teaching School Hub’s extra support (in the form of weekly bulletins, additional developmental observations, wellbeing guidance and excellent CPD from my facilitator) has meant that I have been able to progress into a leadership role in my first year as a teacher. I know that I could not have achieved this without the support of my mentor, facilitators and the Leeds Teaching School Hub. The meetings with other ECT’s have created a network and a team ethos that is unbelievably supportive and so important for early career teachers! I would absolutely recommend finding a school under the Leeds Teaching School Hub umbrella as it has allowed me to have a phenomenal start to my career as a teacher.

I have had the pleasure of mentoring an ECT colleague through the ECT1 and ECT2 programme over the last couple of years here at The Morley Academy. As I reflect upon the ECF experience I look back with pride as I have seen my mentee develop into a confident and dynamic teacher of Drama. The programme, introduced by the University of Central London (UCL) and led by the Leeds Teaching School Hub (LTSH), has been specifically designed to ensure mentors are able to support, challenge and inspire their mentees as they embark upon their early years working as a qualified teacher. With the excellent leadership of Anne-Marie Garnett and team, and the fantastic resources produced by UCL, I have been able to confidently provide mentor sessions which have purpose and structure. Although I have mentored many new and recently qualified teachers throughout my career, LSTH has helped breath new life into the experience, with me, as a very experienced member of staff, developing my own practice. Continued professional development is something that I have always considered to be of utmost importance and I am delighted to say that I have learnt new skills. An example of this is the onside mentoring approach explored during the first year, progressing onto the educative approach in year two. I have thoroughly enjoyed seeing my mentee flourish as he has taken ownership in his own professional development and has delighted in his own achievements. My work as an ECT mentor has been incredibly rewarding and I value the opportunity to have such a privileged role within the LTSH.

During my ECT year, working as part of the Leeds Teaching School Hub and engaging with the Early Career Framework has greatly supported my journey and development as an ECT.
The ECF materials and resources that we access via UCL mean that the mentor meetings are structured and provide for opportunities, to link the learning to my own teaching practice. My mentor and I structure conversations based around the ECF. Leeds Teaching School Hub have provided an extra layer of support, through weekly bulletins, observations from tutors and mentors which enable for constructive feedback which is positive, so I am able to develop on my teaching practise. The facilitated CPD sessions by Leeds Teaching School Hub allow for interactions and conversations with other ECTs on improving classroom-based strategies.

As a mentor for an ECT 2 I have found the support, resources and training extremely useful tools in supporting my mentor planning and delivery. The structure of the modules and how they are directly linked to the Teachers’ Standards ensures that all standards are covered in a holistic way, however the modules spotlight on specific standards across the academic year to ensure that depth as well as breadth is applied, ensuring that my ECT is applying the teacher standards to offer best practice. The modules are accessible and easily adaptable to allow you as a mentor to personalise and make your mentoring bespoke to your ECT’s needs and the needs of your academy. I feel very fortunate that my ECT worked very hard across the year to make sure that she was preparing and following the module guidance. I came to be an ECT mentor in Year 2, as my ECT completed her ECT Year 1 in a different setting. However, the approach that UCL offers allows for ECT Year 2 teachers to join mid-way through their ECT programme and have the support and accessibility from Year 1, as and when is needed. The internal support from my ECT senior leader has been extremely supportive and encouraging, and the wider support from Leeds Teaching School Hub has enabled successful mentoring to ensure that my ECT is the best that she can be.

I have really enjoyed the ECF programme, particularly the practitioner inquiry where I focused on promoting the progression of my students using evidence-based assessment strategies. The guidance and encouragement I received from my mentor has played a vital role in my professional development. I look forward to further enhancing the valuable skills I have acquired through the EFC programme, during the next stage of my career.