Roles and Responsibilities

Ultimately, the Headteacher is responsible for the overall induction process of all ECTs in the school. They are responsible for ensuring that the ECT receives their entitlements, including ‘ECT time’, mentor support and training. The Headteacher may nominate an Induction Tutor, or fulfil this role themselves, for the latter, the Head must complete the Induction Tutor roles and responsibilities listed below, too.

Firstly, the Induction Tutor is responsible for registering all ECTs within their School on ECT Manager and the DfE portal.

Following on from this, their role includes fulfilling the statutory induction duties of completing termly progress reviews and assessments for each ECT, assessing their progress against the Teachers’ Standards. They will need to be able to recognise when early action is needed in the case of an ECT who is experiencing difficulties.

The Induction Tutor is expected to hold QTS and have the necessary skills and knowledge to work successfully in this role. This is a very important element of the induction process, and the Induction Tutor must be given sufficient time to carry out the role effectively and to meet the needs of the ECT.

ECTs are responsible for fully engaging with the ECF and their induction process. This involves attending regular ECF training sessions and meeting weekly with their mentor (bi-weekly during year 2).

There is no expectation for ECTs keep a separate portfolio of evidence to be used towards their progress reviews and assessments, but ECTs are expected to add comments to each review and assessment which are based on existing evidence held in school.

This role should be held by a different person to the Induction Tutor. Mentors must hold QTS and have the necessary skills and knowledge to work successfully in this role. Mentoring is a very important aspect of the induction process and the Mentor is expected to be given adequate time to carry out the role effectively and to meet the needs of the ECT. This includes attending regular mentoring sessions (weekly in year one, and bi-weekly in year 2) and mentor training, where required. Mentors are not responsible for writing any progress reviews or assessments, but may support the Induction Tutor with evidence.