What is the impact so far of the Early Career Framework?

UCL are conducting a longitudinal study to evaluate the impact of the statutory framework for ECT induction introduced in September 2021. The new framework intends to support the retention of teachers and to improve teaching practice. The second interim report was published this year, focusing on ECTs’ and Mentors’ experiences with the Early Career Framework Programme.

The full report can be accessed here.

The executive summary can be accessed here.

Key findings

Here is a brief summary of the key findings:

Over 90% of ECTs remained enthusiastic about their teaching job towards the end of the second year of their teaching career and 96% of the surveyed ECTs and mentors reported intending to continue teaching the following year (c.f., 87.2% nationally in 2021/2).
Structured mentor meetings were the learning strategy most valued by ECTs in the ECF programme. This view is endorsed by mentors’ own perceptions. 98% of the surveyed mentors reported being able to establish a strong mentor-mentee relationship and that their role as a mentor was meaningful to the development of their ECTs’ teaching practice.
The extent to which ECTs can use their learning in context is dependent on the quality of in-school professional development cultures, which is created by school leadership.
Job satisfaction is not the primary cause of teachers’ destination decisions. How satisfied ECTs feel with their job, how well they teach and how they perceive the quality of their working lives at school are dependent on the quality of in-school professional learning cultures, which are shaped by school leadership.
The vast majority of mentors were motivated by their role as a mentor and felt that being a mentor had contributed to their own professional development. They felt highly positive about their schools’ support for their mentoring role and felt that being a mentor had not had adverse consequences on their capacity to take on other responsibilities. However, their experiences with regard to mentoring workload varied significantly.
1. 94% reported being motivated by their role as a mentor
2. 88% reported that being a mentor had contributed to their own professional development
3. 81% reported that they had received adequate support from their school, with more than 60% agreeing ‘strongly’ or ‘moderately’
4. 29% of mentors disagreed that they had adequate time to carry out their mentor role
Workload tensions related to being a mentor are part of in-school workload culture. Where the culture and conditions are conducive for teaching, learning and professional growth, mentors were more likely to report that they had adequate time to fulfil their mentoring role.

Saffron Early Career Framework Programme

Find out about the Saffron ECF programme here.