Early Careers Training Programme – ECTP
The Early Careers Training Programme (ECTP) 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 programme 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 Training Programme (ECTP) 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 ECTP has been designed to support early career teacher development in five core areas – behaviour management, pedagogy, curriculum, assessment and professional behaviours.
We work with UCL – Centre for Educational Leadership to deliver the programme to teachers across Barnsley and Doncaster. Our goals are to:
- Equip teachers with professional learning opportunities which are informed by evidence and have an impact in classrooms.
- Help to create cultures in schools, where leaders support professional learning in practical, long-lasting ways.
- Create a nation of mentors – mentors are the cornerstones of our programme, learning alongside ECTs.
- Enable teachers to develop their professional voices, grow in confidence in the job and understand the value of continuous professional inquiry.
- Through all of this, boost the teaching workforce so that teachers choose to stay and improve rather than leave before their time.
The UCL ECT Programme ensures:
- High-quality professional development informed by research.
- Flexible learning options tailored to individual and school needs.
- Proven impact on professional growth, and classroom practice.
Schools benefit from having:
- Regionally-based, expert facilitators who understand the local education landscape.
- Face-to-face training opportunities, reinforcing peer collaboration and networking.
- Personalised, contextually relevant support to ensure ECTs thrive within their school settings.
- Stronger mentor development, ensuring mentors learn alongside new teachers, helping them to grow in competence and agency.
By working with UCL and Tykes Teaching Alliance as a trusted Delivery Partner, schools can be confident that their ECTs are receiving consistent, high-quality professional learning experiences, while benefiting from local expertise.
The UCL ECT Programme is a robust, research-informed initiative that supports ECTs across ten meticulously designed modules. These modules are distributed across two years, focusing on building foundational knowledge, reflective practice, and inquiry-led professional development.
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.
- Module 1: Fulfilling professional responsibilities
- Module 2: Enabling pupil learning
- Module 3: Engaging pupils in learning
- Module 4. Developing quality pedagogy
- Module 5: Meeting pupil’ needs
- Module 6: Making productive use of assessment
Year 2:
Practitioner Inquiry and Specialisation
The second year builds on foundational skills, focusing on four modules that emphasise inquiry-led professional development and specialised practice. These module are:
- Module 7: Inquiry into enabling pupil learning
- Module 8: Inquiry into engaging pupils in learning
- Module 9: Inquiry into developing quality pedagogy and making productive use of assessment
- Module 10: School visits focusing on fulfilling professional responsibilities
