The Early Career Framework

Supporting schools, ECTs and mentors every step of the way

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.

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:

  1. Personalised support from our dedicated Director of ECF
  2. ECT and mentor training through regular, high quality facilitation meetings
  3. Clear weekly communication
  4. CPD for leaders who are engaging with the Early Career Framework

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]

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

In the Leeds Teaching School Hub our core responsibility in the Early Career Framework is to deliver the Full Induction Programme alongside our carefully selected national provider, University College London. 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.

In the Leeds Teaching School Hub the delivery of The Early Career Framework programme will have a clear focus on the benefits of high-quality mentoring. The Early Career Teacher will work intensively with a carefully chosen mentor who will be given time and have a proven track record to carry out effectively the mentor role. The mentor will provide effective targeted feedback, and support, and will 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 will be outstanding professional development, not only for the Early Career Teacher, but also for the mentor involved in the programme.

There are 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: Enabling pupil learning

(Teachers’ Standards 1 and 7)
Setting high expectations for learning and behaviour, and practical strategies for shaping the learning environment to enable pupil learning. A structured programme of co-observation, reflective practice, scripting and rehearsal equips the ECT with foundational learning skills that underpin self-study and continuing professional development.

Autumn term 2
Module 2: Enabling pupils in learning

(Teachers’ Standards 2 and 3)
Developing a rich conceptual understanding of pupil learning, memory and subject/specialism expertise. Applying this to teaching through carefully structured activities that connect theory to the ECT’s practice.

Spring terms 1 and 2
Module 3: Developing quality pedagogy

(Teachers’ Standards 4 and 5)
Exploring and applying strategies to support high quality planning and adaptive teaching that adresses the needs of all pupils

Summer term 1
Module 4: Making productive use of assessment

(Teachers’ Standard 6)
Investigating approaches to assessment and feedback that improve learning and make efficient use of time, in and out of the classroom.

Summer term 2
Module 5: Fullfilling professionalism responsibilities (I)

(Teachers’ Standard 8)
Building skills in working with others within and beyond the school to improve teaching and manage professional development across a career in education

ECT learning in each half term is fostered through an integrated programme of self-study, ECT mentor meetings, online and face-to -face training events. Learning activities address ECT’s knowledge of the Early Career Framework content and their ability to put this into practice to bring about high quality pupil learning.

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

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

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

Year 2 deepens both ECT’s 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 ECT’s 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.