Early-career support

Ambition Institute will run two pilot projects. Both models are based on an instructional coaching approach, providing in-school mentors of early-career teachers (ECTs) with six twilight modules designed to improve their understanding of instructional coaching approaches and the content of the Early Career Framework (ECF), plus one-to-one feedback sessions with an expert coach, access to online ECF content and a coaching guide.

The first project: “Early Career Support - for mentors only” focuses exclusively on this training for the mentor and support for the induction lead in schools.

The second project: “Early Career Support - for mentors and their NQTs” additionally provides an initial launch session for the school’s early career teachers, followed by a direct mentee induction package comprising 12 twilight group training sessions and access to weekly model videos.

In both projects the mentor, based in the same school as the ECT, is expected to have weekly sessions with the mentee. In addition to training sessions, the mentor will be provided with a coaching guide providing support for their weekly mentoring sessions. They will also have access to online content that explains and exemplifies the most challenging areas of the Early Career Framework.

10 primary and 10 secondary schools will be recruited for each model (40 schools across both projects). 

How to apply

To find out more information about how your school can take part in these fully-funded pilots visit the Ambition Institute website

Why are we funding it?

This project is being funded as part of the EEF’s early career teacher (ECT) support pilot round. Improving the quality of support offered to ECTs has the potential to improve the retention and skills of the teacher workforce significantly. The Department for Education’s newly launched ECF lengthens the induction period for newly qualified teachers (NQTs) to two years, increases the entitlement of early career teachers to support and training, and specifies content that should be covered during the induction. This round will test three different models of providing schools with external training to support ECTs through their induction period. Evaluation reports will also provide guidance directly to headteachers making decisions about the in-house support they provide ECTs. This work will extend the growing evidence base related to instructional coaching, building on previous projects funded by the EEF, including RETAIN, which provided support with early career teaching in rural schools.

How are we evaluating it?

A team from UCL Institute of Education will evaluate the programme. Across the pilots, evaluations will seek to find models that could scale to support many of the 50,000 ECTs eligible for support from the national roll-out in 2021, which are feasible for schools and which show promise of having an impact on teachers. The cost and time commitments required by teachers will also be assessed.

When will the evaluation report be due?

The evaluation report will be presented in January 2020.