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Introducing the GTC Networks.
Good teaching needs good networks and good networks need good teachers.
The GTC Networks provide support by linking teachers nationally and putting them in touch with the latest research and evidence. They let teachers have a voice at national debates on changes to education.
Induction, EPD and Engage
Last July we held an event for Engage members who lead induction and early professional development (EPD) in schools and local authorities (LAs).
There were presentations on support for NQTs and early career teachers (ECTs) together with discussions, in which participants shared a wealth of expertise.
Read on to find out the areas of practice we covered at this event and let us know if you would like a case study on any of these areas. Also, please contact us if you’d like to share your own practice in any of these areas.
Effective support for NQTs
- Individual coaching on aspects of diversity.
- LAs supporting schools’ management of induction (e.g. training for induction tutors, LA support for school-based training, encouraging schools to collaborate).
- Two week induction programmes before the autumn term.
- School-based induction tutors and NQT training.
- Specialist induction programme for special schools.
- Opportunities for NQTs in small schools to link up with other NQTs.
- Support through subject and specialist bodies.
- Induction support programmes led by advanced skills teachers (ASTs).
- Using video to support induction.
- Developing an interactive induction handbook.
- Using the NQT Survey to improve future induction programmes.
Effective support for ECTs
- Focus group meetings with NQTs and 2nd-year teachers to identify EPD needs.
- LA-based CPD: opportunities to network between schools and to consider whole school issues.
- Using ECTs as mentors for NQTs and trainee teachers.
- Paired/small groups for peer coaching – ECTs working together.
- Encouraging action research and accreditation.
- Working on projects with experienced colleagues.
- Using distributed leadership to give opportunities for ’leading from the middle’.
- Using the Teachernet online record.
- Getting ECTs involved in established school cluster networks.
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