Roles & Responsibilities

The Headteacher is responsible for: 

• Notifying the Appropriate Body when an ECT is taking up a post in which they will be undertaking induction; 

• Agreeing, in advance of the ECT starting the induction programme, which body will act as the Appropriate Body; 

• Appointing an Induction Tutor 

• Appointing an appropriate Mentor  

• Ensuring that both ECT and Mentor are provided the required release time 

• Ensuring engagement and programme attendance of the ECT and Mentor

• Making a recommendation to the Appropriate Body on whether the ECT’s performance against the Teachers’ Standards is satisfactory or requires an extension; 

• Participating appropriately in the Appropriate Body’s quality assurance procedures 

The Induction Tutor is responsible for: 

• Ensuring that the ECT has access to the ECTP entitlement and is engaging with the programme 

• Making rigorous and fair judgements about the ECT’s progress in relation to the Teachers’ Standards through progress reviews and formal assessments 

• Ensuring that the ECT’s teaching is observed and feedback provided 

• Taking prompt, appropriate action if an ECT appears to be having difficulties; and 

Mentors will be expected to:  

• Attend weekly structured mentoring sessions with ECTs  

• Support, develop and challenge ECTs 

• Support the wellbeing of ECTs and support a healthy work/life balance  

The ECT will be expected to: 

• Engage with the full scope of the Early Career Training Programme which will support them during their two-year induction period.  

• Attend conferences at the start of each year – to engage with ECTs, outline expectations and facilitate the development of peer networks, with keynotes and workshops from leading practitioners  

• Attend face-to-face training hosted by local delivery partners with local expert facilitators  

• Complete self-directed study – which enables ECTs to delve into ECTP content most relevant to themselves  

• Attend mentor sessions – with structured content and a safe space to reflect on progress 

• Raise any concerns with their induction tutor as soon as practicable; 

• Consult their Appropriate Body named contact at an early stage if there are, or may be, difficulties in resolving issues with their tutor/within the institution; 

• Keep track of and participate effectively in the scheduled classroom observations, progress reviews and formal assessment meetings;