Dr Keith Watson, NACE Curriculum Development Director

The start of a career in teaching brings such excitement but also possibly some anxiety. The new Early Career Framework (ECF) is designed to support new teachers and is a welcome and long overdue development in teaching. It promises much, but thoughtful preparation is needed to ensure it does not become a ‘paint by numbers’ approach which underestimates the human element. 

The framework focuses on the two strands ‘Learn that…’ and ‘Learn how to…’, with a helpful outline of the eight Teachers’ Standards. The importance of knowledge and memory is emphasized, which has implications for teaching methods. Putting together a programme of support to develop an early career teacher (ECT) against these standards requires thorough planning and skillful delivery with the individual needs of the teacher at the forefront of the process. 

Having delivered similar programmes in various forms for the past two decades to nearly a thousand teachers and hundreds of mentors, I have reflected on what needs to be in place for the successful completion of an ECT programme, whether designing your own or using one of the approved offers.

1. Recognise the importance of mentoring

The role of the mentor is vital. In Greek mythology, Mentor was the wise counsel to the inexperienced learner, and it is this knowledge and wisdom of what it means to be a professional that is important to a new teacher alongside the ways in which they can develop their teaching. The mentor has a critical role to play in supporting wellbeing, nurturing, encouraging and helping the ECT to develop the resilience needed as a teacher. Training for the role of mentor and time to invest in the process is of high priority and needs recognition within the school of the importance of the mentoring role.

2. Consider the use of coaching (done well!)

Some ECT programmes are emphasising the use of instructional coaching to improve teaching. This style of coaching has much to offer – however, it is worth remembering this is only one element of coaching and an even smaller subset of the wider mentoring required for an ECT. Coaching is based upon relationships with trust a fundamental aspect. It is a conversation-based approach to moving someone from where they are to where they want to be. It takes knowledge and skill and takes time to learn. It needs training, not in a one-hour session nor even a one-day course but instead over time to embed skills that will help others flourish. It has enormous potential for teacher development when done well.

3. Support for early career teachers’ wellbeing

It is important to remember the ECF is not an assessment tool. There is a danger that the standards become a tick-list to be ‘covered’ rather than understood. A worst-case scenario sees an early career teacher reviewing learning materials late into the night and being in danger of burnout. A skilled mentor will help manage that and ensure the wellbeing of the ECT is looked after. 

4. A professional development programme with a varied diet

This can include observations of outstanding teachers – but be careful here. It is crucial that the observations are guided by a skilled coach or mentor. When teachers wanted to visit my former school, they had to have a coach with them – “no tourists here” was our phrase. The nuances of teaching often need pointing out. The diet should also contain research reading and discussion, projects, tasks that widen experiences (hear a child from every year group read this morning, for example) and the chance to discuss and debate. Learning from knowledgeable professional colleagues, not solely the assigned mentor, is also vital. Using external organisations can enhance programmes by bringing in particular knowledge and expertise to ensure the teachers have access to up-to-date specialist research-informed information. 

5. Provide opportunities for early career teachers to network 

One of the Teaching School programmes I delivered had 120 attendees for the year. The buzz in the room on professional development days was great and the sharing of experiences and the moral support provided was an essential part of the programme. I hope this is not lost with more remote and recorded delivery.

6. Develop a rounded knowledge of pedagogy and curriculum

There is much to know and learn. It will take time both for subject knowledge and pedagogical understanding to become embedded, building on training at the ITT stage. For instance, the ECF states that: “Pupils are likely to learn at different rates and to require different levels and types of support from teachers to succeed.” 

This should include considering the importance of effective provision for more able learners, which could be missed. While ability is not fixed and we know that neuroplasticity means our brains are not hard-wired, it is also evident that some pupils achieve significantly above their age-related expectation or may display talents across the curriculum. It is important as teachers that we reflect on this and consider how we develop the kind of cognitively challenging classrooms that learners can thrive in. How do we extend thinking and ensure our pupils are challenged daily? Any ECT programme needs to include how we challenge all learners and is important the new teacher receives expert training in this, along with the other elements listed. 

All six of these areas are important, but I return to the key point made. The mentor remains central to the whole process. If you want to know why then look at what this former NQT had to say on the subject of her mentor:

Of course, that mentor was very well trained over time. If the Early Career Framework is delivered well, that is how it should be for all new teachers.

NACE’s support for early career teachers and the staff who support them

At NACE we have created a range of resources to help early career teachers and their mentors. We have expertise which will not be present in most ECT progammes so our offer can be used to complement existing programmes. This includes:

• A new series of online bite-sized training sessions and resources that cover topics such as identification, planning, ensuring challenge and practical teaching ideas. This covers both the ‘What’ and the ‘How’ to develop the knowledge of ECTs in relation to more able learners. 
  
• Coaching and mentoring support – bespoke to you and your school; can be used to support teachers and leaders at all career stages.
  
• Early Career Teachers Network Group – meeting termly online – where questions are asked, ideas shared and experiences reflected upon in a supportive, friendly, motivational setting. The next meeting is scheduled for 4.00-5.15pm on 16 November 2021 – book your place now, or check our events calendar for upcoming sessions.
• A NACE Essentials guide on ‘Getting started with more able learners’ (available in full for NACE members, or join our mailing list to access the free sample version).

Read more about NACE’s ITT and ECT support