Fostering growth through video feedback and self-assessment: A project-based approach to the second-year ECT induction
Written by: Purvi Gandhi and Jo Day
6 min read
JO DAY AND PURVI GANDHI, TRENT COLLEGE, UK
Introduction
This article outlines a pilot case study of an innovative project-based induction model for second-year early career teachers (ECTs). The model, based on principles of effective continuous professional development (CPD), integrates essential mechanisms like goal-setting, feedback and action planning, as recommended by the Education Endowment Foundation (EEF, 2021).
The early career framework (DfE, 2019) outlines essential knowledge and skills for ECTs, providing a two-year professional development entitlement to enhance teaching practice, expand knowledge and refine professional habits. Being in its infancy, there’s a need to trial new approaches for effective and sustainable delivery.
This pilot aimed to develop a sustainable CPD programme for second-year ECTs, considering their reduced timetable allocation from 10 per cent to five per cent. Recognising the importance of effective CPD for fostering self-efficacy an
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