Early Career Teacher Entitlement – ECTE

The Early Career Teacher Entitlement (ECTE) is an enhanced two-year induction programme that builds on and replaces the Early Career Framework. Designed to support both early career teachers and their in-school mentors, the programme is fully funded by the Department for Education (DfE).

This entitlement offers extended professional development and guidance during the crucial early stages of a teacher’s career. Training begins in the teacher’s qualifying year and continues throughout their second year of teaching.

Funding

The Early Career Teacher Entitlement (ECTE) is fully funded by the Department for Education (DfE) when schools follow the full induction programme through one of our approved delivery partners.

In Year 1, the DfE provides funding to:

• Reduce each early career teacher’s timetable by 10%
• Release mentors to provide dedicated support

In Year 2, schools receive additional funding to:

• Reduce each early career teacher’s timetable by 5%
• Continue funding mentor time to support ongoing development

Further information on funding and your options is available on the DfE Website.

The ECF has been designed to support early career teacher development in five core areas – behaviour management, pedagogy, curriculum, assessment and professional behaviours.

The UCL programme consists of nine modules of study over the two years which have been carefully designed to fully address the content of all Teachers’ Standards. In Year 1 ECTs will study five carefully crafted modules with a further four modules in Year 2 to deepen ECTs’ knowledge and practice in relation to aspects of the ECF that are most pertinent to each individual’s progress and learning.

Year 1: Overview

• Independent Study (23 sessions): Guided modules provide research insights, case studies, and practical exercises for ECTs to explore at their own pace.
• Mentor Meetings (39 sessions): Regular check-ins to review learning, discuss wellbeing, and apply research to practice.
• Facilitated Learning (6 sessions): Live or recorded sessions led by expert facilitators to deepen theoretical and practical understanding.
• Local Learning Communities (6 sessions): Collaborative spaces to share experiences and extend learning.

Establishing Foundations

The first year comprises six modules designed to introduce core teaching principles and practical strategies. It focuses on professional responsibilities, effective classroom practice, and understanding pupils’ learning needs.

Year 2: 

Practitioner Inquiry and Specialization

The second year builds on foundational skills, focusing on four modules that emphasize inquiry-led professional development and specialized practice.