How do I submit a progress review or assessment report?
You will receive an email reminder from ECT Manager when a progress review or assessment report is required to be completed.
You will need to complete the progress review or assessment report online using ECT Manager.
For further support please refer to the user manuals.
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How often do schools need to assess an ECT’s progress and who is responsible for submitting these reports?
Each ECT must have a progress review written for them each term and a formal assessment at the mid and end points of induction. This applies to all ECTs, part-time or full-time. It is the induction tutor’s responsibility to write these reports and submit them to the appropriate body via ECT Manager. ECTs must make comments on their reviews and formal assessments are signed off by the headteacher.
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What are the ECTs measured against?
The reports are based against The Teachers’ Standards (Part 1 and Part 2) so evidence must be collected for each standard and referenced within the assessment. ECTs are not assessed via the Early Career Teacher Programme or the Early Career Framework Programme.
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What are the timings of the assessments for full time ECTs starting induction in September?
The timings for a full time ECT who started induction in September are:
Year 1
•Term 1 – Progress Review report (formative) - December
•Term 2 –Progress Review report (formative) - March
•Term 3 –Formal Assessment report (formative) -July
Year 2
•Term 4 –Progress Review report (formative)-December
•Term 5 –Progress Review report (formative) - March
•Term 6 –Formal Assessment report (summative)- June
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What evidence is required to inform reports?
It is essential that assessments are based on a range of evidence gathered across each term and do not rely solely on formal observations. In this way a fair, full and detailed picture of the ECT’s practice will be built up.
The school’s usual monitoring procedures are likely to be the basis of this and could include:
A range of evidence from monitoring activities
•Observations, drop-ins, learning walks
•Progress data
•Book scrutiny
•Planning scrutiny
Other evidence such as:
•pupil voice, parent feedback
•notes of professional discussions
•witness statements
•records of other activities e.g. trips, events, assemblies
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What is the difference between a professional progress review and assessment?
Professional progress reviews (PPRs) are submitted in terms 1, 2 4 and 5 (for full-time ECTs – see section on part-time ECTs for further information). These are shorter reports reflecting conversations that take place to review the ECT’s progress that term – it captures around 200-250 words on the ECT’s strengths and 100-150 words for two SMART targets. ECTs are also required to comment on the professional progress review.
Assessments are submitted in terms 3 and 6 (or equivalent of terms 3 and 6 for part-time ECTs) and reflect the conversation that takes place during the assessment meeting. These are more comprehensive, requiring an evaluation against each Teachers’ Standard, Part One and Part Two. ECTs are also required to comment on the professional progress review.
PPR and assessments are submitted via ECT Manage. They must be discussed between the ECT and Induction Tutor to ensure the ECT is advised of their progress during the induction period.
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What is the purpose of the reports?
The purpose is to:
• Ensure that the ECT’s strengths are recognised and areas for development are identified
•To enable appropriate support and CPD opportunities to be put in place that enable the ECT to make progress against the teacher standards.
•To demonstrate that the ECT is on track to meet, or has met, the Teachers’ Standards at six points across the two year induction period.
•To identify any barriers so a supportive process can be put in place to overcome these.
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What is the reporting process?
The reporting process consists of:
•Timely and accurate assessment based on arrange of evidence that show cases the ECT’s practice with regards to the Teacher Standards is the responsibility of the school.
•Moderation of assessments to ensure that these are consistent and fair is the responsibility of the Appropriate Body.
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