Roles & Responsibilities

There are several individuals or groups involved with supporting the induction of an ECT:

Headteacher/Principal

The headteacher/principal is expected to:
• ensure that the ECT's post is suitable for induction
• undertake pre-employment checks with TRA that the ECT holds QTS
• register the ECT with an Appropriate Body in advance of the ECT taking up post
• ensure that the ECT has a reduced timetable
• to ensure that ECTs receive a programme of training underpinned by the ECF
• identify a person to act as the ECT's induction tutor to provide regular monitoring and support, and coordination of assessment
• identify a person to act as the ECT's mentor, to provide regular mentoring.
• ensure that the induction tutor and mentor is given adequate time to carry out the role effectively and meet the needs of the ECT
• ensure that progress reviews and assessments are carried out and reports completed and sent to the appropriate body
• make a recommendation to the Appropriate Body as to whether the ECT has successfully completed induction after the final assessment
• ensure that interim assessments are completed for any ECT leaving a post after one term or more but before the next formal assessment would take place
• make the governing body aware of the arrangements that have been put in place to support ECTs serving induction
• retain all relevant documentation/evidence/forms on file for six years

Induction Tutor

The induction tutor (or the headteacher/principal if carrying out this role) is expected to:
• provide, or coordinate, guidance for the ECT’s professional development (with the appropriate body where necessary)
• carry out regular progress reviews throughout the induction period in terms where a formal assessment does not occur
• undertake two formal assessment meetings during the total induction period coordinating input from other colleagues as appropriate (normally one at the end of term three and one at the end of term six, or pro rata for part-time staff)
• inform the ECT following progress review meetings of the determination of their progress against the Teachers’ Standards and share progress review records with the ECT, headteacher and appropriate body
• inform the ECT during the assessment meeting of the judgements to be recorded in the formal assessment record and invite the ECT to add their comments
• ensure that the ECT’s teaching is observed, and written feedback provided
• ensure ECTs are aware of how, both within and outside the institution, they can raise any concerns about their induction programme or their personal progress
• take prompt, appropriate action if an ECT appears to be having difficulties

Mentor

The mentor is expected to:
• regularly meet with the ECT for structured mentor sessions to provide effective targeted feedback
• work collaboratively with the ECT and other colleagues involved in the ECT’s induction within the same school to help ensure the ECT receives a high-quality ECF-based induction programme
• provide, or broker, effective support, including phase or subject specific mentoring and coaching
• take prompt, appropriate action if an ECT appears to be having difficulties

Early Career Teachers

The ECT is expected to:
• provide evidence that they have QTS and are eligible to start induction
• meet with their induction tutor to discuss and agree priorities for their induction programme and keep these under review
• agree with their induction tutor how best to use their reduced timetable allowance and guarantee engagement with their ECF-based induction programme
• provide evidence of their progress against the Teachers’ Standards
• participate fully in the agreed monitoring and development programme
• 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
• agree with their induction tutor the start and end dates of the induction period/part periods and the dates of any absences from work during any period/part period
• retain copies of all assessment reports

Appropriate Body

The appropriate body has the main quality assurance role within the induction process. Through quality assurance, the appropriate body should assure itself that:
• headteachers/principals (and governing bodies where appropriate) are aware of, and are capable of, meeting their responsibilities for monitoring support and assessment. This includes checking that an ECT receives an ECF-based induction programme, a designated induction tutor and mentor, and the reduced timetable
• the monitoring, support, assessment and guidance procedures in place are fair and appropriate.

The appropriate body is expected to take steps to ensure that:
• where an ECT may be experiencing difficulties, action is taken to address areas of performance that require further development and support
• where an institution is not fulfilling its responsibilities, contact is made with the institution to raise its concerns
• induction tutors have the ability and sufficient time to carry out their role effectively
• mentors have the ability and sufficient time to carry out their role effectively
• the headteacher/principal has verified that the award of QTS has been made
• the school is providing a reduced timetable in addition to PPA time
• the ECT is provided with a named contact within the appropriate body with whom to raise concerns.
• a final decision is made on whether the ECT’s performance against the Teachers’ Standards is satisfactory or an extension is required and the relevant parties are notified.

The appropriate body should also (as local capacity, resources and agreements allow):
• respond to requests from schools and colleges for guidance, support and assistance with ECTs’ induction programmes
• provide information to the headteacher on the types of induction available
• respond to requests for assistance and advice with training for induction tutors and mentors.

The Governing Body

The governing body is expected to:
• ensure compliance with the requirement to have regard to statutory induction for ECTs
• be satisfied that the institution has the capacity to support the ECT
• ensure the headteacher/principal is fulfilling their responsibility to meet the requirements of a suitable post for induction
• investigate concerns raised by an individual ECT as part of the institution’s agreed grievance procedures
• seek guidance from the appropriate body on the quality of the institution’s induction arrangements and the roles and responsibilities of staff involved in the process can request general reports on the progress of an ECT