Year 2 of the Early Career Training Programme marks an exciting new stage in an early career teacher’s professional development. The programme broadens its focus and ECTs engage in learning which takes them beyond their Year 1 experience and provides increased professional agency. ECTs are encouraged to think more critically, engage more deeply with educational evidence, and take greater ownership of their development as confident and reflective practitioners.
Year 2 offers greater flexibility and choice while maintaining the high-quality support that ECTs value. Through a combination of expert-led training, self-directed study, and regular mentoring, ECTs can tailor aspects of their learning to their own interests, classroom contexts, and future career aspirations.
Programme structure
While the overall time commitment reduces compared to Year 1, the programme continues to provide a balanced structure of live training, self-directed study, and fortnightly mentor meetings.
ECT live training overview: Year 2
ECTs will again meet with their peers and be led by expert local facilitators, who understand their area and needs.
Year 2 training is enhanced through:
- (inter)national expert video inputs on a range of topics
- independent and group activities related to the applying learning in practice
- peer support and networking opportunities.
ECT self-directed study: Year 2
ECTs continue to complete their self-directed study on the online platform. Year 2 self-directed study gives ECTs increased flexibility to shape their learning based on professional needs.
A defining feature of Year 2 is choice: ECTs will select areas that align with their teaching context, interests, and future aspirations. Year 2 consists of three modules focusing on embedding and deepening learning, teacher-led inquiry, and professional development. The infographic below provides an overview of the learning journey and programme structure.
Mentoring: Year 2
Mentoring remains a cornerstone of the programme throughout Year 2. Mentors continue to play a vital role in supporting ECTs through regular professional dialogue, reflection, and development discussions, ensuring high-quality support remains in place. The model moves to a more facilitative approach to mentoring where this is appropriate. Mentor meetings move from weekly to fortnightly, and are focused on exploring, discussing, and applying the learning from the ECTs’ self-directed study.
Looking ahead
Year 2 prepares ECTs for life beyond induction, supporting them to develop in the moment and to build habits of reflecting on and refining their practice as they continue in their careers.