Leadership

Evaluation Of The Early Roll-Out Of The Early Career Framework

Benefits of the ECF programme included an improvement in ECTs’ teaching practice, self-efficacy, confidence, and job satisfaction, as well as mentors’ skills and confidence in coaching.

This NFER evaluation of the Early Career Framework (ECF) found that ECTs in schools that participated in the programme were no more or less likely to have remained in the state-funded sector after two years of induction than ECTs in schools that did not.

The Early Career Framework (ECF) is an entitlement to a fully-funded, two-year package of structured support for all early career teachers (ECTs), including funded time off timetable in the second year of teaching and additional support from school-based mentors.

Improving the quality of support offered to ECTs has the potential to improve the retention and skills of the teacher workforce significantly.

The evaluation found that ECTs in schools that participated in the ECF were no more or less likely to have remained in the state-funded sector after two years of induction than ECTs in schools that did not. However, participating ECTs were more likely to remain in their original induction school than comparison ECTs.

Findings from the IPE suggest that the programme enabled deeper ECT-mentor relationships, which may have strengthened the bond between ECTs and their schools.

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