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ECT Mentor Guidance and Materials

Welcome to the ECT Mentor's Page.  Here you will find a range of resources and guides to support your through the 2 year ECT induction programme in your role as mentor.

Roles and Responsibilities

Click on each to explore the roles and responsibilities of each of the ECT induction stakeholders.  Take particular time to read through your own roles and responsibilities (mentor) and those of the ECT.  You will also find this DfE Guidance for Mentors useful.

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NEU Guide to becoming an effective mentor

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Key Frameworks & Guidance

These frameworks and guidance documents will support you in your role as an ECT mentor and you will need to access these for reference at various points throughout your ECT's induction.

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Initial Meeting with your ECT

It is important to arrange an initial meeting with your ECT.  This meeting is where you establish how you will work to support your ECT and the logistics for this.  This may also be referred to as a 'contracting' meeting.  It is advisable to keep these meetings to a maximum of one hour.

Ahead of the meeting, the ECT should have taken time to engage with the introduction to their ECT induction programme, and may have questions arising from this.  You may want to look through this ahead of your initial meeting to familiarise yourself with the activities and information they have engaged with.

Initial Meeting Structure (suggested)

Talk to your mentee about how you will work together over the coming two years to make the most productive use of this programme. You may wish to discuss some of the questions below. The purpose of this time is to clarify expectations that you each have of yourselves and each other so that you can pre-empt challenges and share strategies for dealing with any that arise.

Possible topics for discussion are:

  • where and when will weekly sessions happen? This includes your mentee’s self-directed study as well as your mentor meetings.

  • how will you keep these sessions separate from statutory ECT induction activities, bearing in mind that the Early Career Framework is a support framework and not an assessment framework?

  • how will you work together in sessions? What are your preferred ways of working? What do you each find most enjoyable/challenging, for example?

  • how will you resolve any difficulties that arise over the year?

  • what are you each most looking forward to about working together on this programme?

  • will your mentee keep a record of the meetings and, if so, how? You may want to consider using a Learning Log, or reflective journal.  This can be maintained in any format e.g. an online document or shared file.

ITT Transition document:

Take time to explore your ECT's ITT transition document.  You will need to ask them to share this with you ahead of the meeting.

Here you can explore their targets and areas of strength based upon the report and the support they feel they require.

School Policies:

Ensure the ECT has engaged with the key school policies and knows where these can be found.

ECT Induction Programme:

Discuss the ECT induction programme and how this will support the continued professional development of the ECT.  

Look forward at module 1 and invite the ECT to share any concerns or ask any questions they have.

Determine when the ECT plans to engage with their learning and support them in creating time and spece to do so.

Arrange an initial observation:

It is useful to have a 'benchmark' and for you, as a mentor to get a feel for the current practice of the ECT.  It is useful to arrange an initial observation to take place in the days following the initial mentor meeting.  You will also undertake an observation towards the end of module 1.

Module 6: Teacher as Professional

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