In this exclusive member-only update, we heard from Gareth Conyard and Frances Blurton from the The ministerial department responsible for children’s serv... More who shared an overview of the Early Career Framework and how it will support NQT development going forwards.
We also heard from a panel of school leaders as they reflected on the challenges currently being faced by the profession and explored ways we can better support students and teachers through the Summer term.
Finally, Dame Alison Peacock (Chief Executive, Chartered College of Teaching), along with Cat Scutt (Director of Education Research, Chartered College of Teaching), also updated members on the Chartered College’s plans and next steps for the profession.
- Download the audio transcript
- Order your copy of The Early Career Framework Handbook
- Visit our member discounts page for a discount on SAGE titles
- Visit our Early Career Hub – an online resource for NQTs shaped around the ECF
- Resources and information on the Early Career Framework
- Access our distance learning and COVID-19 resources
- Our recent comments (including our back to school comments and survey results)
- Responding to the Ofqual consultation on awarding grades? Some issues from our members to consider
- Routes to Chartered Status
- Access Issue 11 of Impact online: Teacher recruitment, retention and progression
Questions answered (text):
Q. When will we see the new report?
We’ll be sharing it online through our social media channels, publishing it on our website tomorrow morning and it’ll be included in Alison’s Friday email
Q. Will pay progression be contingent on passing a first assessment in year 1? How many interim assessments will be required during the period of induction?
There is no impact on pay. Nothing we are doing is intended to stop pay progression
Q. Will current NQTs receive support under the ECF next year? Will schools be funded for next year’s RQTs?
Existing NQTs and RQTs won’t be able to access the full ECF offer I am afraid. But all the materials are public and we already know that people not in formal programmes are accessing these.
Q. Who are the training providers from September 2021?
We hope to announce this next week. We are in the final stages of the procurement process so can’t say publicly at this moment, but we should be able to soon.
Q. What is the reason for the change from 1 year to 2 years for NQT induction period?
Essentially to offer a fuller induction experience – it is about creating a positive entitlement for NQTs
Q. Has a replacement version of this document been published?
Not yet! New induction guidance will be published in the coming months. We are just in the process of drafting it.
Q. What are the disadvantages of the 2 year induction period?
Good question! We hope none! We have tried really hard to make sure that the content of the ECF and the support we are providing creates a really positive experience for NQTs and makes things easier for schools. If you think there are disadvantages, I’d be happy to hear about them.
Q. Hi. I am currently doing a PGCE so I am beginning to look/apply for jobs. Has there been any feedback about the benefits/negatives of whether schools have created their own induction programme, used one of the 4 backed by Department for Education - a ministerial department responsi... More/EEF or used an external provider? Are there significant differences? If so, is there anywhere we can find this information?
We don’t have a lot of information just because we have not started to deliver the Early Career Framework nationally yet. So nobody has developed their own induction programme yet, for example. Here is a link to the materials that we have already published that show the content of the ECF. You might want to look at those to see what you think. But our plan is that, whichever school you go to, you will receive a high quality ECF
Q. If we have current NQTs who are involved in an ECF pilot (but who will be assessed by AB this summer) are they able to access same support in Y2? Also, will the role of AB change significantly under the new guidance?
Anybody involved in the ECF pilot this year will be receiving support next year in line with the programme. The role of ABs will be tweaked rather than changed, mainly to be clear about their role over two years of induction rather than the current one year, and also to ensure better consistency of AB provision
Q. In thinking around coherence, are there any plans for the College to work closely with the subject associations to ensure subject knowledge is included in the development of teachers?
Absolutely. Our new plans around Chartered Status which we will be able to share more about soon will enable us to continue to work really closely with subject associations around teacher certification. We’ve also had a great chance to work with them in developing links on our Early Career Hub and we’re keen to keep doing more of this. We’re working via the CfSA and directly with subject associations but we know we can do more! Also worth knowing that Alison met with all of the subject associations recently to discuss support for teachers at the moment including sharing resources with each other and will be following up with them all
Q. Are there recommendations for protected time for mentors or is this at the school’s discretion?
Yes we are adding funding into the system for the additional mentoring time in the second year of the induction. We are also creating some training materials for mentors.
About our speakers
Assistant Director, Developing Teachers and Leaders Division – Department for Education
Frances Blurton is currently an Assistant Director in the Developing Teachers & Leaders Division at the Department for Education, responsible for the Government’s overall approach to developing teachers, head teachers and leaders. Frances is responsible for stakeholder engagement and communications across the Early Career Framework and National Professional Qualifications programmes as well as the statutory changes to induction. Prior to joining the Department, Frances was a secondary English teacher.
Deputy Director, Developing Teachers and Leaders Division – Department for Education
Gareth Conyard is currently Deputy Director of the Developing Teachers & Leaders Division at the Department for Education, responsible for the Government’s overall approach to developing teachers, head teachers and leaders. This includes overseeing current and reformed National Professional Qualifications, as well as delivering the new Early Career Framework.
Sharifah Lee FCCT
Acting Headteacher – Dorney School
Sharifah Lee achieved QTS at the ripe old age of 35 having been through the Graduate Teacher Programme with the University of Reading. She was an NQT in 2006 and is currently an Acting Headteacher at a primary school. Sharifah is involved in a few grassroots organisations including Education for Anti-racism and LGBTQ Early Years and is an active follower of WomenEd and DiverseEd. A mother of four young adults, her passion is equity, equality, The recognition of individual differences in terms of race, ... More, leadership, and professional development. Sharifah graduated with a double degree from the National University of Singapore and was awarded an MA from the University of Manchester. She is currently working towards her NPQH (women-only cohort) and has been awarded with a Fellowship from the Chartered College of Teaching. She enjoys learning about culture through food, travelling, listening to music, and reading, the Premier League and cricket.
Jo Tregenza FCCT
Director of Initial Teacher Education – University of Sussex
Jo Tregenza (Founding Fellow of the Chartered College of Teachers) SFHEA (Senior Fellow of the Higher Education Academy) is Director of Abbreviated to ITT, the period of academic study and time in... More at the University of Sussex. Sussex has a diverse Initial Teacher Education profile with a BA in Primary Education, a large Secondary PGCE, and the Primary PGCE that was judged outstanding by The Office for Standards in Education, Children’s Services... More in 2014. They also run an innovative MA with Early years and EYTT. She is a senior lecturer and has received several teaching awards, including 2018 Innovative Teaching Award for the whole ITE team, in 2015: USSU Teaching Award 2016 and Outstanding and Innovative Postgraduate teaching award. Jo is a trustee of the United Kingdom Literacy Association and a member of their Executive Committee.
Julie Bostock FCCT
Director of Teaching School – Ripley TSA
Julie leads the Teaching School and SCITT at Ripley TSA. The TSA provides an NQT Appropriate Body service and CPD courses for teaching staff at all stages of their career, including early career teachers. Julie is a Specialist Leader of Education in Initial teacher training - the period of academic study and ... More and NQT with 13 years experience of working in ITT.