Induction Tutors & Mentors

The Role of the Induction Tutor

The role of Induction Tutor is a discrete role with differing responsibilities from the mentor and it is expected that these roles should be held by different individuals. Only in exceptional circumstances it may be necessary for the headteacher to designate a single teacher to fulfil both roles, which may be the headteacher/principal themselves.

The Induction Tutor oversees the training and support provided by the school and co-ordinates the registration and assessment processes.

The assessment of the ECT must be made against the Teachers’ Standards (not against the ECF training). Mentors should not carry out formal assessments. ECTs should receive a formal assessment in the final term of the first year of induction (term 3) and in the final term of the second year (term 6).

Induction Tutors should:

  • Ensure ECTs have regular lesson observations and are given feedback
  • Carry out termly progress reviews (where there is not a formal assessment)
  • Undertake annual formal assessment meetings and complete the assessment forms
  • Liaise with the Appropriate Body, informing them of the ECT’s progress via the submission of termly progress reviews, formal assessments, and support plans
  • Recognise when early action may be needed in the case of an ECT experiencing difficulties

The progress reviews should take place each term where a formal assessment is not scheduled. It is expected that the induction tutor notifies the Appropriate Body and ECT after each progress review, stating whether the ECT is making satisfactory progress. Where the induction tutor believes the ECT is not making satisfactory progress, it is expected they outline the plan they have put in place to assist the ECT in getting back on track.

Evidence used in assessments should be clear and transparent, with copies provided to the ECT and Appropriate Body.

Observation of the ECT’s teaching practice

An ECT’s teaching is expected to be observed at regular intervals throughout their induction period to facilitate a fair and effective assessment of the ECT’s teaching practice, conduct and efficiency against the Teachers’ Standards. Observations of the ECT may be undertaken by the induction tutor or another suitable person from inside or outside the institution.

The role of the Mentor

The role of Mentor is pivotal to the success of ECF training in schools.   

The Mentor’s role is firmly rooted in supporting their ECT to make progress in their training and to ensure the training has impact in the classroom and on the wider role of the ECT in their school. The Mentor’s role is not to assess the ECT (the induction tutor does this), but instead to support the progress of the ECT through developing a relationship that is based on review and reflection, support and challenge and, ultimately, growth.

Schools following the Full Induction Programme receive DfE funding to support release of the Mentors, so they can attend training meetings.

Mentors should:

  • provide day to day guidance and effective support including mentoring and coaching
  • regularly meet with the ECT for structured mentor sessions to provide effective targeted feedback
  • provide, or broker, effective support, including phase or subject specific mentoring and coaching
  • provide the induction tutor with updates and information to support the termly progress reviews
  • provide the induction tutor with updates and information to support the annual formal assessment meeting
  • engage with the ECF training (either: full, core or school-based)
  • alert the induction tutor when early action may be needed in the case of an ECT experiencing difficulties

Both the Induction Tutor and Mentor should hold full QTS, be highly effective practitioners and have the necessary skills and knowledge to work successfully in this role.

Summary Poster- Teachers’ standards (click to download)

Statutory Induction Guidance (click to download)