Hardman, M;
Taylor, B;
Daly, C;
Glegg, P;
Stiasny, B;
Pillinger, C;
Gandolfi, H;
(2020)
Early Career Teacher Support - Pilot Report, EEF Evaluation.
UCL Institute of Education: London, UK.
Preview |
Text
ECT_Support_Pilot_Report_-_final.pdf - Published Version Download (2MB) | Preview |
Abstract
In order to provide timely feedback in the development of policy and programmes around the rollout of the Early Career Framework (DfE, 2019a), three pilot programmes were developed to investigate the promise, feasibility, and scalability of differing models for developing Early Career Teachers (ECTs), mentors, and induction leads. Two programmes were developed by Ambition Institute and a third by the Chartered College of Teaching. All aimed to provide mentors with the resources to deliver instructional coaching sessions to ECTs, coaching that uses expert teachers to deliver recurring, classroom-practice focused sessions, using observation and targeted feedback to develop practice. • Programme A (Ambition Institute) provided face-to-face training, a coaching guide, weekly online resources, and regular online coaching and support sessions to in-school mentors. School induction leads also received face-to-face training, designed to enable them to support mentors. Mentors used the programme to deliver instructional coaching to ECTs, either weekly or fortnightly. • Programme B (Ambition Institute) provided the same training as Programme A to mentors and school induction leads. In addition, this programme also delivered weekly online content and regular online support sessions directly to ECTs. The programme was also used to enable in-school mentors to deliver weekly or fortnightly instructional coaching sessions to ECTs. • Programme C (Chartered College of Teaching) provided online support to mentors, school induction leads, and ECTs. All received a selection of online modules providing weekly content to mentors and ECTs that were used to facilitate either weekly or fortnightly instructional coaching sessions, delivered by mentors to ECTs. The intention was not to undertake a comparative evaluation of these programmes but instead to evaluate the modes of support and delivery within them. Each programme was delivered to teachers teaching a variety of different year groups and subjects spanning primary and secondary education. Schools opted to receive one of these programmes. At the end of the evaluation there was a total of 98 schools across the pilot programmes: 50 primary schools, 45 secondary schools, and three all-through schools. The pilot evaluation was designed to run from June 2019 to July 2020. However, delivery and evaluation were modified due to the COVID-19 outbreak and this report covers the initial set-up period until February 2020. The pilot aimed to examine the evidence of promise, feasibility, and scalability of the programmes using a mixed methods approach using three waves of survey, 20 school case studies, online engagement data, observation of sessions, and evaluation of materials.
Archive Staff Only
 |
View Item |
