From PGCE to ECT: Achieving a smooth transition

For many teachers, the summer holiday is a welcome break after a long year. It is a time to relax, reconnect and generally switch off from the challenges that come with the teaching profession. For recently qualified Early Career Teachers (ECTs), however, it is common to experience trepidation about returning to the classroom, regardless of whether they are continuing at the same school in which they trained or starting at a new school altogether. Even after attending the best summer-term induction days, it can feel as if there is so much to learn and ECTs can find this overwhelming. But when preparing for the start of term, they should remember their training and lean on the key skills, concepts and processes developed during the PGCE year.

Creating the learning environment

Setting up the classroom during September Inset days is a rewarding task. Quite often, rooms are untouched over the holidays and walking back into them can feel a little depressing.

Use the time in September to fix equipment to ensure all headphone boxes are working, guitars are fully restrung, cables are soldered and more. When running practical activities, it will give a real sense of confidence, to both teacher and students, knowing that all the equipment will work. It is also a great time to redo display boards. Update boards with examples of quality student work, photos from the summer music tour or last year's productions or concerts, and innovative ways of presenting musical terminology. Take inspiration from others. Music teachers share fantastic examples of displays on various social media outputs. Imagine walking into the classroom as a new Year 7 pupil. The music room should be a space of wonder and excitement, so take pride in the learning environment.

Set routines and high expectations

Developing and applying behavioural management strategies is one of the key areas focused on during the PGCE training year.

Establish classroom expectations from day one and rehearse the routines with all classes. There are different approaches to this, so it is important to find one that follows school policy but also reflects the type of learning environment that is being created. An invaluable resource that explains the process of setting expectations, and dealing with choices and consequences, is Sherrington and Caviglioli: Teaching WalkThrus (2020). This could be a perfect holiday read over the summer break.

Build positive relationships

One of the most important factors in creating a positive learning environment is building a positive relationship with the pupils. This can feel very daunting, especially when starting in a new school. It is often difficult to find the right balance between following the behavioural policy and allowing enough personal interaction to occur to build rapport.

Learning pupils’ names is crucial. Access class photo lists and be ready to use your pupils’ names from the first class. Set a target to learn all names within two weeks. Enhance this by learning something unique about each pupil to be able to talk freely to them, beyond the music curriculum.

Communicate with your department and colleagues

As important as it is to build a rapport with pupils, it is just as relevant with department members and colleagues. For an ECT, getting to know the subject mentor and the head of the department is essential, as they are the individuals who will be providing the most amount of support during the ECT year.

Reading departmental policies and understanding how the IT systems are used is a great place to start during those important Inset days. For departments that have a technician, ask for a tour of the resource store or equipment cupboards and, if needed, a demo using any new composition software. It is always worth making time to speak to reprographics and administrative teams to build relationships there. This is also recommended for the school's pastoral teams and Special Educational Needs Coordinator (SENCO), especially if taking on a tutor group or being attached to a year group. Knowing the names of key individuals and their job responsibilities helps build confidence during the settling-in period.

Get ahead with planning

During a PGCE, trainees plan many lessons and have the opportunity to find a lesson structure that suits their approach to teaching. Now is the time to apply this.

Read schemes of work for all classes in the first half-term, identifying any subject knowledge gaps that need plugging. Check exam specifications in case the new school uses a different exam board from what has been taught previously. Plan Week 1's lessons and ensure that all activities link back to the learning objectives, considering what the pupils are doing and how this helps them achieve the lesson outcomes. Draw up a planning schedule for Week 2 and beyond; this may mean identifying periods in the timetable that are ringfenced for planning.

Target setting, reviewing progress

At NITE, throughout the PGCE process, trainees design half-termly action plans and set weekly targets to make progress. This is evidenced through lesson observations and reflected on during mentor meetings. This process should be continued throughout the ECT and beyond. At the end of the PGCE, trainees complete a Career Entry Development Profile (CEDP) identifying key areas for development for the ECT. These targets are the starting point.

Discuss classroom practice with colleagues, ECT mentors and department heads, reflecting on lessons taught and setting workable targets to support continued development. This is crucial for all teachers. Good habits are generally established during the PGCE, so continue using these to good effect.

Personal testimony

It's always reassuring hearing from those already in your shoes. Here, three current ECTs share their experiences and tips:

• Lorna, North Yorkshire: ‘Teaching is like learning to drive. You learn the rules and how to do it to qualify, but the real learning happens when you're an ECT. You find your feet, and it's surprising how fast it happens. Behavioural management becomes more manageable once you establish yourself in a school, which makes it a lot easier to think on your feet. Lesson planning used to be so difficult and take so long, but now I can change things on the fly if I need to as I know my students and know my teaching style. I can adapt more quickly. I need to know that the “to-do” list will never be empty and accept it. Prioritise what you can do and what needs doing first; everything else can wait.’

• Mollie, Bedfordshire: ‘I have been impressed by the amount of support I get as an ECT. I am continuing to enhance my teaching practice and feel I am developing my own style now. Delivery is such a small part of the process, and I must think a lot more about assessing, curriculum sequencing and pastoral issues than I had to previously. I still observe other teachers regularly and welcome drop-ins from my mentor and head of department. Their feedback is so helpful.’

• Amy, Kent: ‘I have been surprised by the amount of responsibility given to me since becoming an ECT. There is more to teaching than just the lessons and now I run extra-curricular activities, concerts, workshops and more. It is important to prioritise jobs and ensure time is used wisely. One of the most important tips I can share is “to put on a teacher face”. If a student is having a bad day and storms out of the room (or something similar), it is not necessarily you or your lesson that has caused the problem. Be able to step back from a situation, reflect and wear your teaching metal throughout the day.’

Final thoughts

For many, the PGCE was a whirlwind and becoming an ECT may feel no different. Speak to colleagues for advice and guidance. Learn school policies and revisit the key concepts and skills developed during the training year. With experience, teaching gets easier and work processes become more efficient. Most importantly, remember to enjoy it. Teaching is a privilege and incredibly rewarding. The training wheels are off and the classroom now belongs to you.