Appropriate Body

Why do Early Career Teachers (ECT) need an Appropriate Body?

An ECT cannot begin their induction until their Appropriate Body has been agreed. From September 2021 the Appropriate Body can be either a Teaching School Hub, a Local Authority, National Teacher Accreditation or the Independent Schools Teacher Induction Panel.

Appropriate Bodies (AB), like the Tees Valley Teaching School Hub, will continue to play an important role in statutory teacher induction. As they have always done, ABs will be expected to check that all teachers are receiving their statutory entitlements and they’ll continue to have their role in assessment for all teachers.

From September 2021, the AB role is expanding to reflect the expectation that every new teacher has access to an ECF based induction. ABs will be expected to check that teachers are receiving a programme of support and training based on the ECF, alongside the other checks that they do. This is known as “ECF-fidelity checking” – meaning checking that an induction programme is faithful to the ECF.

Appropriate Body Roles

An Appropriate Body must check a suitable monitoring and support programme has been put in place for the ECT, structured to meet their professional development needs (including the development needs of part-time ECTs).

This is expected to include:

  • A programme of training that supports the ECT to understand and apply the knowledge and skills set out in the Early Career Framework’s evidence (‘learn that’) statements and practice (‘learn how to’) statements;
  • Regular one to one mentoring sessions from a designated mentor who is expected to hold QTS and has the time and ability to carry out the role effectively;
  • Support and guidance from a designated induction tutor who is expected to hold QTS and has the time and ability to carry out the role effectively;
  • Observations of the ECT’s teaching with written feedback provided;
  • Professional reviews of progress conducted by the induction tutor to set and review development targets against the Teachers’ Standards;
  • ECT’s observation of experienced teachers either in the ECT’s own institution or in another institution where effective practice has been identified;
  • The headteacher is expected to ensure that ECTs receive a programme of training that enables the ECT to understand and apply the knowledge and skills set out in each of the ECF evidence (‘learn that’) statements and practice (‘learn how to’) statements;
  • Early Career Framework-based training is expected to be embedded as a central aspect of induction; it is not an additional training programme;
  • Appointment of a Mentor AND an INDUCTION TUTOR. The induction tutor is expected to conduct a progress review with an ECT in each term where a formal assessment is not scheduled and
  • Progress reviews and Assessments.

We have put together a short PowerPoint / Video to explain the various ECT pathways, as well as how we operate as an Appropriate Body. This video is available below. Each slide is shown for 10 seconds, so if you need more time to read the content please pause the video.