Upon my appointment to the ECT induction tutor role at my school, a medium-sized comprehensive school with a culturally diverse cohort and a high proportion of disadvantaged students, I asked myself: “Where do I start?”
Overseeing 13 early career teachers (ECTs) with varying degrees of capabilities and expertise across seven faculty areas, I was challenged to ensure they all progress across the Teachers’ Standards (DfE, 2011) to become fully qualified and competent, permanent teachers at my school.
I was drawn to the role because of the positive impact I felt I could have on the development of inexperienced teachers, which in turn (hopefully) benefits the students and their outcomes – attainment and wellbeing.
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