{"id":52943,"date":"2021-06-11T09:30:00","date_gmt":"2021-06-11T08:30:00","guid":{"rendered":"https:\/\/www.highspeedtraining.co.uk\/hub\/?p=52943"},"modified":"2025-03-13T16:23:51","modified_gmt":"2025-03-13T16:23:51","slug":"what-to-expect-new-teachers","status":"publish","type":"post","link":"https:\/\/www.highspeedtraining.co.uk\/hub\/what-to-expect-new-teachers\/","title":{"rendered":"What to Expect From NQT or ECT Years: Guidance & Tips"},"content":{"rendered":"\n

Teaching can be an extremely rewarding job, but for those who are just starting out (previously known as NQTs, now ECTs) it can seem daunting. The first two years involve key steps to prepare you for your future role, such as training and the development of your existing skills.<\/p>\n\n\n\n

In this article, we will outline what ECT years involve, explain what to expect as a new teacher, and provide some tips for successfully becoming a fully qualified teacher.<\/p>\n\n\n

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What Are NQT or ECT Years?<\/h2>\n\n\n\n

When you complete your teaching qualification (whether that is a PGCE or training directly in a school), you will achieve Qualified Teacher Status (QTS)<\/strong>. However, you don\u2019t become fully qualified to teach in state schools until you have undergone further training on the job. This usually lasts for your first two years of teaching \u2013 or, if you are part-time, however long it takes you to complete six full terms. During these years, you will be known as an Early Career Teacher (ECT)<\/strong>.<\/p>\n\n\n\n

Prior to September 2021, only one year of training was required, and ECTs were known as Newly Qualified Teachers (NQTs). The system has been changed in an effort to better support teachers, after reports of them feeling underprepared.<\/p>\n\n\n\n

ECT years are funded and involve completing a tailored programme of high-quality training based on the Early Career Framework (ECF)<\/a> for around 10% of your total 1265 working hours in the first year. Carrying out planning, preparation, and assessment (PPA) will take up 10% of your time, and teaching will account for the remaining 80%. <\/p>\n\n\n\n

In the second year, training will still take place, but will only take up 5% of your timetable. You should not have additional non-teaching responsibilities during the ECT period unless adequate extra support is provided.<\/p>\n\n\n

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You will be assigned a dedicated mentor who supports you throughout the period \u2013 in the form of regular one-to-one sessions and extra training, where appropriate \u2013 as well as an induction tutor, who monitors progress, provides guidance, and (usually) assesses you against Teachers\u2019 Standards.<\/p>\n\n\n\n

Assessments take place midway through – and at the end of – the ECT period. You will also have regular progress reviews each term (when a formal assessment is not scheduled instead). These reviews aim to prepare you for the formal assessment, and to provide evidence that your teaching is on track.<\/p>\n\n\n\n

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Why Do NQTs or ECTs Have to Complete an Induction Programme?<\/h2>\n\n\n\n

The goal of the two introductory ECT years is to help you become a successful teacher. The induction programme builds on your initial teacher training and allows you to demonstrate that you can meet the requirements and standards necessary for the role over an extended period of time.<\/p>\n\n\n\n

It is also a chance to make mistakes in an environment where you have the support to learn from them. You can discuss things that go wrong with your mentor, and talk about what you could have done instead. By the end of the programme, you should have a complete toolset for every potential situation that might occur, and the potential to be the best teacher you can be.<\/p>\n\n\n\n

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How Can New Teachers Pass the NQT or ECT Years?<\/h2>\n\n\n\n

In order to complete the ECT years, you will need to pass the assessments that take place at the end of your first and second years. This will involve your performance being compared against the Teachers\u2019 Standards (below) \u2013 it will also be judged whether you have effectively consolidated your Initial Teacher Training (ITT) or not.<\/p>\n\n\n

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Your performance will be marked as satisfactory or unsatisfactory, or the headteacher may recommend that you are considered for an extension to the ECT period. If you are marked as unsatisfactory, you won’t be allowed to work as a teacher. You only have one chance to pass the induction programme – however, you do have a chance to appeal if you do not pass.<\/p>\n\n\n\n

Teachers’ Standards<\/h4>\n\n\n\n

The Teachers\u2019 Standards, which forms the statutory guidance for NQTs\/ECTs (reproduced below; see the Department for Education<\/a> for the original document) make it necessary for the education of pupils to be teachers\u2019 first concern \u2013 teachers are accountable for their students achieving the highest possible standards in both work and conduct. Teachers must act with honesty and integrity; have strong subject knowledge, which is kept up-to-date and which they critically evaluate; forge positive professional relationships; and work with parents in the best interests of their pupils.<\/p>\n\n\n\n

This includes:<\/p>\n\n\n\n

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Setting High Expectations Which Inspire, Motivate, and Challenge Pupils\"drop<\/h3>\n
\nYou should establish a safe, stimulating environment of mutual respect; set goals that stretch and challenge pupils of all backgrounds, abilities, and dispositions; and consistently demonstrate the positive attitudes, values, and behaviour expected of pupils.\n<\/div><\/div>\n\n\n\n

Promoting Good Progress and Outcomes by Pupils\"drop<\/h3>\n
\nYou will be accountable for pupils\u2019 attainment, progress, and outcomes. You should also be aware of their capabilities and prior knowledge \u2013 build your lessons upon this. Additionally, you’ll need to guide pupils to reflect on the progress they have made and their emerging needs; demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching; and encourage pupils to be responsible for \u2013 and conscientious about \u2013 their own work and study.\n<\/div>\n\n\n\n

Demonstrating Good Subject and Curriculum Knowledge\"drop<\/h3>\n
\nYou should have a secure knowledge and critical understanding of the relevant subject(s) and curriculum areas; foster and maintain pupils\u2019 interest in the subject; and address misunderstandings. Your knowledge must be up-to-date. You should also promote high standards of literacy and articulacy, as well as the correct use of standard English. If you are teaching early reading, you will need to demonstrate a clear understanding of systematic synthetic phonics; if you are teaching early mathematics, you will need to demonstrate a clear understanding of appropriate teaching strategies.\n<\/div>\n\n\n\n

Planning and Teaching Well-Structured Lessons\"drop<\/h3>\n
\nThis involves using lesson time effectively to impart knowledge and develop understanding; promoting intellectual curiosity and a love of learning; setting homework and planning other out-of-class activities to consolidate and extend knowledge and understanding; reflecting systematically on the effectiveness of lessons and approaches to teaching; and contributing to the design and provision of an engaging curriculum within the relevant subject area(s).\n<\/div>\n\n\n\n

Adapting Teaching to Respond to the Strengths and Needs of All Pupils\"drop<\/h3>\n
\nYou should know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively. You must understand how a range of factors can inhibit pupils from learning, and how best to overcome these. Additionally, you should be familiar with the physical, social, and intellectual stages development of children, and know how to adapt teaching to support pupils\u2019 education at each stage. For pupils with high ability, special educational needs, English as an additional language, or disabilities, you should be able to use distinctive teaching approaches (and evaluate the effectiveness of these approaches) to engage and support them.\n<\/div>\n\n\n\n

Making Accurate and Productive Use of Assessment\"drop<\/h3>\n
\nThis involves knowing and understanding how to assess the relevant subject\/curriculum areas, including the requirements of statutory assessments. You should be able to use formative and summative assessments to monitor pupils\u2019 progress, set targets, and plan subsequent lessons, as well as give pupils regular feedback (both orally and through marking) and encourage them to respond to this feedback.\n<\/div>\n\n\n\n

Managing Behaviour Effectively to Ensure a Good and Safe Learning Environment\"drop<\/h3>\n
\nIn your classroom, you should have clear rules and routines for behaviour, and you should take responsibility for promoting good, courteous behaviour both in classrooms and around the school, in accordance with the school behaviour policy. You must have high expectations of behaviour, and establish a framework for discipline containing a range of strategies \u2013 you should use praise, sanctions, and rewards consistently and fairly. Additionally, you should be able to manage classes effectively, using approaches that are appropriate to pupils\u2019 needs, and maintain good relationships with pupils (while also exercising appropriate authority and acting decisively when necessary).\n<\/div>\n\n\n\n

Fulfilling Wider Professional Responsibilities\"drop<\/h3>\n
\nYou will need to make a positive contribution to the wider life and ethos of the school; develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support; deploy support staff effectively; take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues; and communicate effectively with parents with regard to pupils\u2019 achievements and wellbeing.\n<\/div>\n\n\n\n

Having High Standards of Personal and Professional Conduct\"drop<\/h3>\n
\nThis includes treating pupils with dignity, building relationships rooted in mutual respect, and always observing proper boundaries. You should also have regard to the importance of safeguarding; show tolerance of and respect for the rights of others; not undermine fundamental British values (including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs); and ensure that your personal beliefs are not expressed in ways which exploit pupils\u2019 vulnerability or might lead them to break the law. \nFinally, you must have proper and professional regard for the ethos, policies, and practices of the school in which you teach, and maintain high standards in your own attendance and punctuality \u2013 as well as understanding and acting within the statutory frameworks at all times.\n<\/div>\n\n\n\n\n\n

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Interested in CPD Training?<\/h3>\n<\/div>\n<\/div>\n

Build on your existing knowledge or learn new skills to help you in the classroom with our CPD courses for teaching staff. Find everything from Challenging Behaviour Training<\/a> \u2013 which contains classroom management tips for new and experienced teachers \u2013 to Dyslexia Awareness<\/a> and Safeguarding Children in Education<\/a> in our course library<\/a>.<\/p>\n<\/div><\/p>\n\n\n\n

Tips for Passing Your ECT Years Are:<\/h4>\n\n\n\n