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Support and retain ECTs with team teaching: case study

Boost ECT confidence and retention with Grove School's targeted team teaching approach. Discover how prioritising practical in-classroom support can lead to glowing ECT feedback and staff stability.

New
on 16 April 2025
School types: All•School phases: All•Ref: 51357
Contents
  1. What's the approach? 
  2. This could work for you if ...
  3. Why try this?
  4. How to make team teaching effective
  5. Put in place weekly, termly and one-off support for ECTs and mentors
  6. How to make it a success

What's the approach? 

Increase support for early career teachers (ECTs) well beyond the minimum expectations, with weekly team teaching with experienced teachers in a variety of subjects.

This could work for you if ...

  • You have experienced teachers (preferably with 5 or more years of experience) who are available to work with ECTs. This should ideally include maths and English specialists and teachers who are strong in subjects like computing, PE and modern foreign languages (MFL)
  • You’re willing and able to give your ECTs and their mentors extra non-contact time. You’ll need to provide cover to allow ECTs to be out of class for more than the standard 5-10% of their timetable, and mentors to be out of class for a few hours each week

This model can work with any number of ECTs. “Even if we only had 1 ECT, we’d still do this,” says Catherine Dowell, deputy headteacher and ECT induction tutor.