As we welcome our pupils and staff back to school for the new academic year, your thoughts will no doubt once again be returning to education recovery. How can we ensure no child and indeed no teacher is left behind?
We know that early career teachers (ECTs), like pupils, have experienced significant disruption. Those in the first year of induction will have had some of their initial teaching training disrupted and those in the second year of induction may have missed extensive periods of being at school in a community of practice.
We know that the best bet we can make to support education recovery is to ensure the strong quality of our teachers. So, it makes sense to have “high quality teaching” as one of the key themes of a strategic approach to education recovery. In fact, the Education Endowment Foundation’s Tiered Approach (EEF, 2021) lists this as one of three key themes in recovery, the other two being targeted academic support and wider strategies.
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