ECT teaching – how the framework is creating disillusioned educators
Staff wellbeing is just as important as that of pupils, and especially as trainees, we need more support, says Lily Norris
- by Lily Norris
I love being a teacher. It is a fulfilling job that keeps me busy all day. I can’t relate to my friends who describe feeling like a ‘clock-watcher’ at their 9-5 office jobs, because I am occupied as soon as I set foot through the school doors. But, as with every role, there are things I’d like to change. Here’s my take.
Since September 2021, all new teachers must complete a two-year ECT period, replacing the previous one-year NQT. Arguably, this should promote wellbeing, as new teachers now have longer to pass their probation period and to adjust to the demands of a teaching career.
However, it can actually result in more stress, as trainees are constantly being assessed via observations and reports for two years. Thus, the road to feeling like a ‘real teacher’ is much slower.
Teacher starting salary
Though taboo, another major issue for ECTs is money. Previously, NQTs would start at the lowest point of the main pay scale (MPS) and move up after completing their NQT year.
With the new structure, there is no clarity over whether ECTs will progress up the MPS, which will inevitably create inequity, depending on schools’ policies.
With teaching, this can feel particularly disheartening given that no matter how well you perform, the financial situation or motivations of your school can determine whether your salary changes.
Moreover, it is well-known that ECTs are cheaper for schools to employ, sometimes making it easier to get jobs but harder to keep them if contracts are fixed-term.
This is creating some disillusionment. I have a friend who recently trained as a computing teacher, and despite the exceptional benefits offered in this subject, he could not justify the lower pay for two years, when there are plenty of computing jobs out there willing to double or triple this salary.
To put it starkly, it is quite apparent I could earn more money recruiting teachers than being one! Thankfully, like many others, I entered teaching for the profession itself and its connection to my future career goals, which makes it easier to accept the longer probation period.
Nevertheless, schools need more direction over ECT pay, to ensure fairness and help prevent talented young teachers from being swayed into other careers.
Teacher wellbeing
Pay aside, the ECT period could provide new opportunities for schools and ECT providers to create wellbeing initiatives. For example, when I did my PGCE with the Tes Institute, they ensured all trainees had an in-school mentor, a tutor and weekly sessions with their partnership leads and local trainees.
Comparatively, my ECT provider does little to encourage interaction between trainees. There are no group chats, no in-person events and no opportunities to encourage discussion and general ‘teacher chat’ amongst ECTs.
I am the only ECT in my school, making it isolating, but even in schools with multiple trainees, the opportunity for peer-to-peer support has been challenging due to Covid restrictions and the Early Career Framework setup.
The course is delivered through an online learning platform, and is an inflexible system for mentors, as there is limited choice over the weekly targets they can set, and how they can report feedback.
Importantly, there is little acknowledgement of previous learning that ECTs have gained from PGCE and degree courses, meaning trainees are having to put in long hours to cover content they have already learned.
The content delivery and associated tasks ECTs must complete do not enable opportunities to strengthen and deepen this knowledge.
However, I will not be an ECT forever. So, what could schools implement that would not only benefit young teachers, but all staff at the school?
The mental health and wellbeing of pupils is recognised and valued in my school. Yet sadly there is no staff mental health lead or wellbeing lead.
Schools making changes to reduce workload is great, but the addition of wellbeing-focused meetings and activities, and a staff member assigned to promoting wellbeing at school would be a great addition.
The lead could organise activities that are not linked to work, assess staff wellbeing through surveys and, importantly, feedback to SLT, making sure the leadership is discussing these issues.
Given that wellbeing and mental health is gaining importance in all workplaces it does seem strange that for such a stressful, emotional and draining profession staff wellbeing is not being directly monitored and supported in all schools.
Lily Norris is an education and psychology graduate from the University of Cambridge. Lily began her PGCE in September 2020 with the Tes Institute and has been working as a Year 5 Teacher since gaining QTS in July 2021.
