If you are leading a subject or department, there is no doubt that the last year has been an interesting one in supporting Early Career Teachers (ECTs)! The new framework introduced last September has made the training ECTs have received more comprehensive in a lot of cases but also, some would argue, more onerous.
ECTs always have a lot on their plate with adjusting to a brand-new career in a fantastic, but complex, profession where you always keep learning. It is an exciting time for them, but also one whereas a leader - you can feel like you are treading a tightrope in providing support and advice without removing the teacher’s autonomy and choices. What can you do as a leader to help someone navigate their first months in their journey? What is an appropriate level of challenge?
- Look at stress points in advance. There are always times of the year when even the most experienced teacher must think carefully about their workload and priorities. How can you help with these times? What about giving a couple of example reports to help with inspiration, or could you move a deadline to make things a bit easier? Perhaps it is just about being aware and not adding extra pressure at the wrong time. Maybe speak with their mentor at different times to discuss solutions or how that individual teacher might be coping
- Try to match training with advice and practice. It can be tempting to give advice randomly as it comes to you if you are observing or monitoring a teacher, but can you use the opportunity to give advice that backs up the training they have received and how that might look in the classroom? For example, if a teacher has just had some interesting input on assessment, it could be a good time to focus on that for a couple of weeks and articulate your department plan for assessment and feedback. Sometimes it is tricky to see how generic training can be implemented in a subject, so this is your chance to help embed that learning!
- Allow some input from the teacher themselves. Not every Early Career Teacher has the same strengths or weaknesses but also needs and pressures outside their school life. They may decide that holiday time is a great place to get some extra training or get some reading done. Or this could be their worst nightmare and they could just need someone to answer a couple of quick questions and not be too busy to help. This is where getting to know that teacher a bit better and allowing them to have some choice over where to place things could be useful.
It is so important as a professional to get the best start in your career and the right support from those around you is crucial. We have opportunities for ECTs to build their confidence and a network of like-minded teachers for an extra level of support.
Science
Courses will be delivered through face-to-face sessions at the National STEM Learning Centre in York, and if you are a state-maintained school in England you will be eligible for a bursary on our science courses, which can be used towards travel, science equipment or further CPD.
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Summer school for new and recently qualified primary science teachers
Summer school for early career teachers of secondary science
Mathematics
The Advanced Mathematics Support Programme (AMSP) is running, in conjunction with STEM Learning, the New to teaching A level mathematics summer school, which is ideal for Early Career mathematics teachers. The summer school will be hosted at the National STEM Learning Centre in York.
Computer Science CPD
If you're also interested in teaching computer science then you can join Teach Computing at the National STEM Learning Centre in July with bursaries available to help you attend.