Early Career Teacher Mentor Programme
What does my training schedule look like for me as a Mentor?
We are delighted to confirm that all ECT Mentors are entitled to a two-year programme of training, regardless of where their ECT is on their journey. Your two-year journey will look like this:
How is the Programme structured for ECTs and Mentors?
The ECT Programme is built upon these key principles:
- Key learning is broken down into small, manageable chunks.
- Clear modelling of effective practice.
- Multiple opportunities to return to key learning.
- Practice and feedback.
- Learning is contextualised.
- Familiar routines.
As a mentor your role is to support the ECT(s) you work with to develop their expertise in teaching. Key aspects of this are: building a strong professional relationship with your ECT(s); running weekly (/fortnightly in year 2) Instructional Coaching and continually refining and developing your own mentoring practice by participating in Mentor Conferences, Clinics and Coaching for Mentors sessions.
What types of training do I receive as a Mentor?
All Mentors are now entitled to a two-year programme of training, regardless of where their ECT is on their journey. This means that a replacement mentor who joins part way through, no longer has to ‘catch up’ on missed content. Instead, they start from the beginning. This also means that a replacement mentor’s programme may continue beyond the end of an ECT’s training programme.
What will my ECT learn and master over the two years?
Early Career Teachers are entitled to learn all of the content from the Early Career Framework over the course of their two-year induction period. Ambition Institute’s Early Career Teachers programme is designed so that the teacher self-study content is contextualised through instructional coaching, delivered by you as the mentor. This supports teachers to embed this learning into their everyday classroom practice. The facilitated teacher conferences and clinics then complement and deepen this learning. The content is divided into three strands (‘Behaviour’, ‘Instruction’ and ‘Subject’), each designed to be completed over the course of a term.