• Personalised learning: Self-directed study materials will help ECTs learn what they need, when they need it. Our curriculum builds on what’s gone before but reduces repetition from ITT years.
• 1:1 support: Mentors will be able to access relevant training and development to support their ECTs on their learning journey and will support and guide their ECTs through the first two years with clear action steps.
• Learning from others: Our local face to face networking sessions allows ECTs and mentors to solve thorny problems together, learning from others on their doorsteps.
• Access to international experts: Our unique in-depth national webinars give ECTs and mentors the chance to learn from international experts on behaviour (Tom Bennett), literacy (Alex Quigley) and formative assessment (Kate Jones).

• Unique wellbeing check: Our teacher wellbeing model is informed by research and takes a pulse survey of teachers and mentors when they are engaging with the programme. This will inform a national conversation about ECF satisfaction and gives us the opportunity to learn and adapt in real-time.
• Minimal disruption: Events are a combination of online and in-person, to minimize disruption to teaching. This also reduces the need for travel, fosters small group meetings, specialist sessions and networking.
• Application matters: We understand that ECTs may have limited time for reading, which is why we prioritize application over extensive reading. Our programme places a strong emphasis on the mentor-ECT relationship, allowing us to provide bespoke sessions for each ECT and facilitating genuine networking opportunities. With reduced travel and more time spent in school, our programme is designed to help manage workload and prioritize wellbeing.
• Highly contextual study: Our robust cycle of mentoring, feedback, observation/actions, and reflection ensures that all study is contextualised and applied in practice. ECTs will have ample opportunity to regularly observe others to inform their practice and progression. Our programme also includes subject/phase seminars to help make learning more relevant in year 2. We prioritize the mentor-ECT relationship and offer specialist sessions from industry experts. With a focus on context-specific mentoring, our programme is tailored to meet the needs of ECTs in each phase/subject.

• Focus on the mentor-ECT relationship: The mentor-ECT relationship is priority on this programme, and our specialist sessions from industry experts also assist mentors in building effective mentoring relationships.
• Support for mentors: Our Early Career Framework (ECF) programme provides focused training to help mentors develop their mentoring and coaching skills. As a mentor, you will receive ongoing support throughout the programme to help you grow and develop your skills further. We have a tailored programme for repeat mentors to reduce the time required for future study. Our structured cycle for mentor/ECT is designed to streamline and reduce the organisational onus on the mentor. We also provide support to contextualize the programme through subject/phase-specific training and an observation cycle.​
• Open source materials: Our open-source materials offer flexibility for mentors to study at a time that works for them. With fewer in-person sessions, our programme is designed to reduce pressure on schools and mentors. We prioritise workload management and wellbeing and provide optional sessions from industry experts to supplement the learning experience

ECTs will learn:

• How to set high expectations for students
• How to ensure good progress
• How to demonstrate good subject and curriculum knowledge
• How to plan and teach well-structured lessons
• How to adapt their teaching to different contexts and for different students
• How to make accurate and productive use of assessment
• How to manage behaviour effectively
• How to fulfil wider professional expectations.

How learning is facilitated:

ECTs will have weekly meetings with a designated mentor. These meetings will involve a cycle of self-study, actions, observations and deliberate practice to set specific action steps, allowing new teachers to build great habits in their teaching. More specifically, ECTs will receive a weekly 15-minute observation, with feedback from their mentor, which will allow ECTs to focus on making small, incremental, manageable improvements to their teaching practice.

Appropriate Bodies will continue to ensure Early Career Teachers receive their statutory entitlements and will make the final decision as to whether that teacher has met the Teachers’ Standards. Harris City Academy Teaching School Hub is an Appropriate Body.