University College London’s handbooks and training outlines
Handbooks
The programme handbook outlines how UCL Early Career Teacher Consortium’s coaching and mentoring programme works.
Programme Handbook (PDF, 1002 KB, 74 pages)The practitioner inquiry handbook details how early career teachers will carry out detailed investigations into specific aspects of their teaching in the second year of their induction.
Year 2 handbook: practitioner inquiry (PDF, 430 KB, 20 pages)Module summaries
These materials show what early career teachers will learn in each module during their induction.
- Module 1 summary guide (PDF, 193 KB, 7 pages)
- Module 2 summary guide (PDF, 153 KB, 7 pages)
- Module 3 summary guide (PDF, 179 KB, 10 pages)
- Module 4 summary guide (PDF, 139 KB, 6 pages)
- Module 5 summary guide (PDF, 139 KB, 6 pages)
- Module 6 summary guide (PDF, 189 KB, 6 pages)
- Module 7 summary guide (PDF, 167 KB, 7 pages)
- Module 8 summary guide (PDF, 236 KB, 11 pages)
- Module 9 summary guide (PDF, 145 KB, 5 pages)
Training outlines
Each module features up to 3 dedicated training sessions where experienced practitioners will share practical applications of what early career teachers are learning.
The materials show what should be covered during these training sessions.
Autumn term
First half-term: enquiry into enabling pupil learning
- Week 2: annual conference (PDF, 150 KB, 9 pages)
- Week 4: developing skills and knowledge in relation to standards 2 & 3, using practitioner inquiry (PDF, 194 KB, 12 pages)
Second half-term: enquiry into engaging pupils in learning
Spring term
First half-term: enquiry into developing quality pedagogy and making productive use of assessment (part 1)
Second half-term: enquiry into developing quality pedagogy and making productive use of assessment (part 2)
Summer term
First half-term: enquiry into developing quality pedagogy and making productive use of assessment (part 3)
There are no training sessions for this term
Second half-term: fulfilling professional responsibilities
There are no training sessions for this half-term. Instead we encourage ECTs to do a couple of visits to other schools so they can see teaching in contrasting settings.