Getting better quicker as an ECT - Charles Peprah

It is always a proud moment to have finally been told you have completed your Initial Teacher Training and to be awarded Qualified Teacher Status. However, this achievement can be accompanied by a thoughtful and sober reflection of the difficulties, challenges, and opportunities that presented themselves during the training year and thus reflect anxieties of the future. 

These anxieties can include: 

• What is behaviour going to be like?
• How is my planning going to change?
• Will I be able to keep up with the work?
• Is my subject knowledge up to standard?
• Is my mentor going to be there for me?
• Is the school going to support me?

In view of this, it is right that Early Career Teachers (ECTs) receive the right support and guidance to support their career development. Recently the DfE have introduced the Early Career Framework and ECT support programmes as a way of easing new teachers into the profession and helping them to get better quicker.

So how do you get better quicker?

It is the desire of every employee to get better at their work within the shortest possible time after they have been employed. Teaching is no different considering you are meeting the needs of over 100 young pupils a day and about 250 a week. You will meet pupils who are very resilient, independent, charismatic, enthusiastic, and those who hardly care to put pen to paper. There are no magic bullets as to how specific instructions and actions will make an ECTs better in the classroom in the shortest period of time, however I always encourage ECTs to consider the ideas below to get them started.

1. Make sure you understand the systems and processes of your school

Systems and processes vary from one school to another, so make sure during your induction and early days you read the policies of the school and understand how the school system works. For example, behaviour management and standards in and out of the classroom, marking and feedback, safeguarding and child protection and so on. The systems and processes are there to help members of staff to go about their duties in a consistent and accepted way. Remember, in teaching, consistency is one of the keys to unlocking your potential. You do not want a child or a parent to challenge you about what the school policy says about an action you have taken without having the right response to it!

2. Ask for and seek support

Experience is key in teaching. Most experienced teachers know what works and what does not work in their schools. Ensure that you make good use of your additional PPA time to seek advice from experienced teachers within and outside your department. Make time to observe good practice in areas that you struggle with, and do not shy away from asking questions that may seem ‘silly’ but will help improve on your pedagogy in the classroom. For example, how do you position yourself in the classroom to ensure that you have a 360 degree view of your classroom?

3. Use your ECT time effectively to develop your subject knowledge

It is always said that the teachers who are passionate, motivational, and can make pupils curious about their subjects, are those with deep subject knowledge. Yet, it is not always possible to remember everything about the subject that you are teaching, especially if you left university 10 years ago or are teaching a subject in your non-specialist area. However, making sure you have access to all the necessary textbooks and that you are engaging with them and understand them is a neccesity. Furthermore, registering with professional bodies and subject associations, who provide high quality CPD programmes is a great idea. they often are free or heavily discounted for ECTs.

4. Protect time to relax and switch off

There is an adage that says “ all work and no play makes jack a dull boy”.  Teaching is a high energy intensive job and will always require much from you, but you need to be able to organise your time in such a way that you have time to partake in other hobbies and activities that you enjoy. Most often the skills from those hobbies could be used to improve your teaching. Do not leave the school gate at the end of the day feeling dejected due to an incident that had happened, speak to a leader about it before you leave or stay positive and seek support to solve it the next working day.

5. The Three Pillars

Finally, as always do not forget the basic three ‘pillars’ that you learnt during your training year.

• Plan: Make sure you have time to plan lessons with our associate friend 'The teachers’ standards' in mind.
• Action: Make sure you deliver your lessons with a proper structure.
• Evaluate: Make sure you evaluate your teaching at the end of your lesson and use any lessons learned to improve the planning of your next lesson.

Remember, at Denbigh, there is always a member of staff who is ready to support you.

Charles Peprah - Assistant Headteacher and Professional Tutor.