I am a confident driver these days. But that hasn’t always been the case. It took many lessons (and driving tests) to finally remove the “L” from my car. An unexpected speed awareness course a few years later also contributed to my CPD portfolio and sharpened my driving skills.
For ECTs, the journey into teaching and schools can feel long, demanding and complex. Like my attempts to learn road signs and rules, ECTs have a plethora of new language, skills and processes to navigate.
To help you along the way, here is my “Highway Code” for ECTs – five best practices that I have used to support both ECTs and mentors.
1, Limit your speed
We know that teacher burn-out is a prevalent issue in schools, especially for new teachers – a quarter of ECTs (25.9%) quit after three years at the chalkface; after five years, almost a third (32.5%) have walked away (see, SecEd 2024).
We know that heavy workloads, competing demands and work-related stress can contribute to high levels of exhaustion and job dissatisfaction.
While mentors don’t want to put ECTs off at the first junction, it is important to recognise these issues and to acknowledge that they are a risk in any school environment.
It is important for ECTs to recognise their limits and to be supported in managing wellbeing. A whole-school culture is needed to support this, but ECTs will perhaps need support in understanding the risks in the context of one-to-one discussions with mentors too.
One recent research study (Skaalvik & Skaalvik, 2017) found that teachers who routinely engage in self-care practices, such as setting boundaries and seeking support, report higher job satisfaction and lower levels of burn-out.
But the truth is that ECTs often do not get this right at the first junction. Like a driver having just passed their test, the desire to simply get going in the classroom and make a good impression can lead to the creation of unhealthy working practices.
To limit your rev counter, try discussing your priorities each week with your mentor. With my ECTs, I often encourage them to make use of three Ds: What needs to be done? What can you defer? What do you need to ditch until further notice?
You might also consider making time for meditative activities (e.g. breathing techniques, self-reflection, meditation). These can help you to keep stress in check and to remain optimistic while developing emotional resilience (Waters et al, 2020).
The SecEd Annual ECT Supplement and Webinar
This article first appeared in SecEd's annual supplement for early career teachers. Published in June, the free supplement offers 16 pages of advice to help new teachers survive and thrive at the chalkface. From professional conduct to safeguarding, from wellbeing tips to common challenges, and some useful classroom ideas to boot – this supplement is packed full of practical guidance for new teachers everywhere. Download your free pdf here.
And our annual ECT supplement will this year be complemented by a free webinar offering advice and support to new teachers. Taking place on October 9, 2024, the webinar will feature experts from the supplement who will offer their tips and advice. Themes will include teaching tips, workload, work/life balance, behaviour, and creating healthy working habits. You can watch live or on catch-up. Register now to reserve your free place.
2, Caution: Bumps ahead
Teaching is complex. ECTs and mentors alike often face unexpected obstacles and challenges in the classroom. However, some of these challenges can be anticipated and considered in advance.
Reflection is a powerful tool for professional growth and development. By regularly reflecting on the day-to-day experience of teaching, ECTs with their mentors can identify areas for improvement and refine their teaching strategies.
Moreover, proactive planning and preparation can help all teachers to anticipate potential challenges and develop strategies for addressing them effectively.
In addition to reflective practice, collaborative inquiry has emerged as a promising approach for supporting teachers in addressing classroom challenges. One study (Darling-Hammond et al, 2009) found that teachers who participated in collaborative inquiry groups reported increased confidence, improved instructional practices, and enjoyed greater job satisfaction.
By engaging in collaborative problem-solving with colleagues, ECTs can leverage collective expertise to navigate challenges and enhance professional practice. Ways to help achieve this might include:
- Habitually sharing at least one reflection from practice with your mentor each week. It is important that this does not always focus on teaching practice. It might include the needs of a student, particular learning behaviours, or an aspect of education research.
- Keep a written note of questions that you want to ask your mentor. This might be about specific systems, processes, or aspects of school culture that you want to make greater sense of.
- Carve out time with your mentor to reflect on a common issue or challenge you are facing in the classroom. This might be around specific groups of students or an issue such as punctuality to lessons.
3, Service Station
Mentoring plays a crucial role in supporting the development of ECTs. Indeed, effective mentoring can lead to increased teacher self-efficacy, job satisfaction, and retention (Ingersoll & Kralik, 2004).
However, it is essential for mentorship to be meaningful and tailored to the needs of the ECT. The government’s Early Career Framework has provided some excellent CPD resources for schools in recent years. However, is has also created a rigid system of delivering training with limited scope for mentorship in some schools.
Like the driver on a long journey to their destination, it is vital for ECTs to practise, with mentors, the value of pausing to have a coffee, take a break, refresh and restart their journey.
One study (Johnson et al, 2017) emphasised the importance of collaborative, inquiry-based approaches to mentorship, where new or novice teachers actively engage with their mentors in reflective dialogue and problem-solving. More recent research (Chang et al, 2021), meanwhile, highlights the benefits of mentorship that incorporate coaching and feedback mechanisms.
By leveraging mentorship opportunities and “service stop” conversations in schools, ECTs can accelerate their professional and personal growth and build a good habit for the longer journey into teaching. Some questions for you to consider with your mentors might include:
- How often do you pause to reflect on your own practice?
- Where are the “service stop” moments for you to reflect with others?
- In addition to your mentor, who could you share these moments with in school?
- More widely, when do you take a break each day (and each week)?
4, The beauty spot
In the midst of challenges, it is important for ECTs to celebrate their successes and acknowledge their progress. While it is easy to focus on what still needs to be done and how much there is to still learn, understanding how far you have come in your journey is an important thought process for any educator.
By cultivating a habit of capturing and reflecting on wins, teachers can maintain a sense of motivation and purpose in their practice (Seligman, 2002).
Furthermore, the role and importance of “gratitude practices” in promoting wellbeing and job satisfaction is clear (Emmons & McCullough, 2003). By expressing gratitude for the positive aspects of their teaching experiences, ECTs can cultivate a positive mindset and build resilience in the face of challenges. Examples of practices that I have encouraged with ECTs and colleagues include keeping a gratitude journal and saving and recording thank you cards, positive comments or support from parents, students, and colleagues.
Also, try regularly calling parents/families to celebrate individual students (rather than doing this only when students have got it wrong). This can be an incredibly fulfilling professional activity.
5, Warning signs
Many drivers will have experienced that stressful moment when we are confronted with a warning symbol. It is a good idea to pull over so that you can understand what the warning light means and what to do about it. You can see where I am going with this...
It is important for ECTs and mentors to be vigilant in recognising their own professional and personal dashboard. By this, I refer to noticing those signs when assistance and support might be needed.
It is vital to seek help early and access appropriate resources to address challenges effectively. Creating a culture of collaboration and support in schools can encourage ECTs (and all staff for that matter) to seek assistance without fear of judgement or stigma. Additionally, as an ECT, learning from these experiences and seeking feedback can contribute to professional growth and development.
Warning signs might include when you are regularly raising your voice with a particular class or student or feeling burnt-out or unhappy. Ways to continue to monitor your own dashboard as an ECT include:
- Ensure there is a regular check-in agenda item in the mentor/ECT meetings so that you can acknowledge how you are feeling.
- Recognise with your mentor when there are particular pressure points in the school calendar (e.g. data collection, exam periods, start or end of terms) and consider what further action might be needed to handle these.
- Acknowledge when you are struggling and when a problem seems genuinely discomforting. It is important not to normalise this.
- Ensure that behaviour policies are followed carefully to ensure that you (and your mentor) have an accurate picture of any emerging challenges in the classroom around specific students.
- Check-in regularly with other ECTs to ensure you understand what other colleagues new to the school or profession are facing.
- Sean Harris is a trust improvement leader at Tees Valley Education, an all-through multi-academy trust serving communities in the North East of England. He is also an ECT mentor. Read his previous articles via www.sec-ed.co.uk/authors/sean-harris
Further information & resources
- Chang, Sung & Chen: The impacts of mentorship programs on early career teachers’ professional growth: A systematic review and meta-analysis, Teaching and Teacher Education (102), 2021.
- Darling-Hammond, Bullmaster & Cobb: Rethinking teacher leadership: A study of innovative practices, Teachers College Record (111,1), 2009.
- Emmons & McCullough: Counting blessings versus burdens: An experimental investigation of gratitude and subjective wellbeing in daily life, Journal of Personality and Social Psychology (84,2), 2003.
- Ingersoll & Kralik: The impact of mentoring on teacher retention: What the research says, Education Commission of the States, 2004.
- Johnson et al: The support gap: New teachers ‘ early experiences in high-income and low-income schools. Education Policy Analysis Archives (25,1), 2017.
- SecEd: Another year and another 40,000 teachers quit the chalkface, 2024. Click here.
- Seligman: Authentic happiness: Using the new positive psychology to realize your potential for lasting fulfilment, Atria Books, 2004.
- Skaalvik & Skaalvik: Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school, Social Psychology of Education (20,1), 2017.
- Waters et al: Contemplative education: A systematic, evidence-based review of the effect of meditation interventions in schools. Educational Psychology Review (32,2), 2020.