This half-day training session is designed to equip mentors with the skills and knowledge to support Early Career Teachers effectively.

Through a blend of evidence-based mentoring techniques and real-world case studies, participants will develop a toolkit of strategies to guide ECTs in creating inclusive, high-impact lessons while managing their workload and professional growth.

This course is for mentors and induction tutors supporting Early Career Teachers (ECTs), including senior teachers, subject leads, and pastoral staff involved in ECT development.

Course Outline

The role of an ECT mentor is crucial in shaping the next generation of teachers. This session will provide mentors with practical strategies to support their ECTs in navigating the complexities of classroom practice, with a focus on adaptive teaching, inclusive learning, and workload management.

Participants will explore how to foster ECT confidence, provide structured feedback, and create a balance between challenge and support.

The session will also explore best practices for guiding ECTs in formative assessment, scaffolding techniques, and SEND provision, ensuring that new teachers develop the skills needed to meet diverse pupil needs.

Practical discussions will centre on using lesson observation, coaching conversations, and professional development planning to empower ECTs and help them align their practice with Early Career Framework (ECF) expectations.

By the end of the session, mentors will leave with a clear approach to structuring meaningful mentoring conversations, setting achievable targets, and supporting their ECTs in becoming confident, reflective practitioners.

Course Outcomes

• Understand the core challenges faced by Early Career Teachers and how to provide structured support.
• Develop effective mentoring techniques, including coaching conversations and constructive feedback.
• Support ECTs in using formative assessment to identify pupil needs and adapt teaching accordingly.
• Guide ECTs in implementing scaffolding and inclusive strategies for SEND pupils.
• Help ECTs manage workload by optimising lesson planning and resource use.
• Ensure mentoring aligns with the Early Career Framework (ECF) and national expectations.
• Build a culture of reflective practice and continuous professional growth.

Course Schedule

• The Role of a Mentor: Supporting ECTs in the Early Stages of Teaching
• Mentoring for Adaptive Teaching: Helping ECTs Meet All Learners’ Needs
• Comfort Break and Virtual Networking
• Providing Effective Feedback and Coaching Conversations
• Plenary & final Q&A
• Close of day

Presenter Profile

Malcolm Drakes is an experienced leadership consultant who works with the National Institute of Teaching and Ambition Institute supporting school and trust improvement. In addition, he has been responsible for the design and delivery of both specialist and leadership National Professional Qualifications for 5 of the national providers.
He has been a Headteacher, Executive Headteacher and National Leader of Education, typically working with schools in disadvantaged communities. Malcolm led the design and implementation of a revised Primary & Secondary curriculum for the Harris Federation from 2019, which has been judged as outstanding by Ofsted in seven inspections. In his first headship he led his school from Special Measures to Outstanding, and then achieved recognition as School of the Year from the TES.

Cost: £150 per delegate; £50 each for subsequent delegates from same school

Booking Form

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