It came as quite a shock a few days ago when I was putting together some material for a live stream to ECTs.
It wasn’t anything major but rather a realisation – the date was the 29th September and as part of my live stream I calculated the length of time that ECTs had been in school.
Even I was surprised – because let’s face it…when term starts everything seems to go into “hyperdrive” and we can lose track of time….its easily done despite all our diary efforts!
So here’s the figure I gave the ECTs – approximately 3 1/2 weeks…..even more shockingly let’s put that as days – about 17 or 18 days!
To me, that was a bit of shock…I had never really thought about it before in all the term melee …but when you look at that figure (especially the days!) it sort of hits you – well it hit me at least!
Just what are we expecting?
Now the purpose of this article is not to be critical – rather it is to ask you to just hit the pause button for a few seconds and step back and take a look at just what you should “realistically expect” your ECTs to be achieving at this stage in the 1st term and then to look at how you, as a school are supporting them in what they are trying to do.
Teaching is not an easy career and it’s a little like driving a car…you only really start to learn to do it when you have passed your test. No matter how well students are prepared at college and university it is still a huge change to become the teacher in charge of your own class with all the responsibilities of the pupils learning, the national curriculum and school expectations. Having previously worked “within” someone else’s classroom organisation and structuring when on teaching practice, it does not replicate the huge shift that occurs when it all actually lands personally at your own feet!
Guidelines
There are now in place the new guidelines for Early Career teachers in school – they have been professionally developed, well trialled and represent a progressive, well monitored and supportive programme; gradually guiding the completion process for qualification. These give a structure to the process that has to be implemented in schools; and as every school situation is different so the interpretation of these factors may also be different.
The key role in this process
The key role in the whole process is that of mentor. This person should be chosen with care and selected for not only their skills in supporting the ECT in the processes of the guidelines but also in the specifics of the schools interpretation and expectations within the National Curriculum and not forgetting the teaching standards. They should have a friendly and approachable nature and the ability to guide and encourage the ECT through the whole gamut of situations that will occur.
The selection of this person to be a mentor is CRUCIAL for both the ECT and also for the school for they become the link between the school and ECT and must guide and support the ECT at all stages in their progression. It cannot be understated how important this role is, and the school MUST recognise how much the ECT must be able to trust and rely on this vital member of staff.
A poor choice here is damaging to all concerned – ECT, School and pupils.
So let’s cut to the chase….what should we expect?
Well let’s state the obvious here and say that schools should actually put some thought into having an ECT on their staff and I am sure that most do. So things like the choice of mentor and the selection of age range and even appropriate key stage may seem pretty straight forward, but in some cases don’t happen.
With the immediate and often seismic shock of beginning teaching in a school; doesn’t it make sense to try to make the transition and learning journey as smooth as possible. Added difficulties, which experienced teachers can take in their stride or work around cause enormous stress and anguish for ECTs who have no experience upon which to draw and at times no ideas as to how to deal with these problems.
Let me give you a few examples – all of which are easily solved but to be honest should never have occurred in the first place…
- Poor choice of mentor…critical and intransigent.
- Difficult class (always has been recognised in school as such)
- Key stage given that ECT not trained for (changed with short notice)
- Interactive white board inoperative!
- Etc
What is the key thing we should be expecting at this stage in the 1st term / year?
Remember we are only 18 days into the 1st term for an ECT – let’s imagine that there are no additional difficulties similar to the above.
For me there are 2 key elements that I (as a HT) would be expecting the ECT to be mastering….notice I didn’t say mastered – I said mastering. In other words making good progress and I can see a noticeable difference in the class and children.
The key elements are Classroom Management and Behaviour Management strategies
These are the foundation of everything we do in class – these strategies are the ones which actually allow teachers to create a teaching environment within which they can challenge, excite and develop the children’s love of learning and natural enquiry. Without these 2 elements being put in place then the particular member of staff will struggle and potentially fail to reach the educational and developmental goals for the class.
If I can see that this is happening and progressing well at this point in the term then I am happy….everything else is fixable!
Now I am not saying that nothing else should be happening! Far from it! But with these 2 features being put in place (and my recommendations to ECTs is that they are up, fully working and in place by 1/2 term) and the support and guidance of a good mentor then everything will gradually start to fall in place.
However there is a danger …
The nature of ECT mentoring should be that of support. In the early days of the term and of a colleagues career it is vital that all elements of support and guidance are carefully thought through and implemented. We must all recognise that the learning curve is almost vertical in every aspect of the job and as such the schools role in the development of a new colleague must reflect this understanding.
Here are a few points for your consideration for this “early phase.”
- The role and bond between mentor and ECT is crucial…if this does not work then it should be changed
- There is no need for additional input into any aspect except from the Mentor in the early phase
- Early lesson observations should be by Mentor only.
- No involvement by SLT should be done…discussions if necessary should be between SLT and mentor.
- The stress levels caused formal observations by SLT are unwarranted and unnecessary.
- There is NO need for any “official” input or judgements to be made at such an early stage….give the ECT a chance – how well would you have done in your current role after 8 days?
- If you expect, demand or undermine what small confidence an ECT may have then you will find that it makes the situation worse and not better….support and build through the mentor and as confidence and organisation improves and grows so expectations from the school can slowly rise.
In my dealings with ECTs I am able to see first hand the difficulties and insecurities that they have. I have no doubt that there are many capable, in fact outstanding ECTs “straight out of the box” – but there are also many outstanding ECTs that need time to settle, find their feet and benefit from the guidance and help of a supportive mentor and school.
I started the article by asking you to hit the pause button – so I will finish with the same appeal.
Final qualification for an ECT now takes 2 year2 – perhaps we should be looking at this from an overall perspective and as such a developmental and supportive programme. There is a danger that we push too hard and too soon and this can quickly propel matters towards a failing scenario.
We all want our ECTs to become great teachers – it benefits the children, it benefits the school and of course it benefits the colleague concerned. Let’s recognise the role that your school plays in this and work positively towards that result.
Charles