Exciting changes are coming to the Early Career Teacher (ECT) Development program in 2027.

In response to feedback from ECTs, mentors and leaders, the program is being refreshed to place a stronger focus on professional growth, learner needs and classroom practice. The requirements for transition to full registration are not changing. What is changing is how ECTs are supported to get there.

• ECTs will access 3 professional learning days. From 2027, these days will be more closely connected to classroom practice and professional inquiry. They will focus on creating the conditions for learning, designing learning for engagement, and adapting teaching in response to evidence of student learning.
  This will help ECTs strengthen their practice in ways that are practical, relevant and responsive to the learners in front of them.

• Mentoring will remain a key part of the program. Mentors will continue to support ECTs through professional conversations, observations and feedback. They will also take part in a professional learning day designed specifically for mentors and receive targeted guidance each term to help connect program learning with day-to-day teaching practice.

• ECT Leads will continue to provide local support, connection and networking opportunities, helping ECTs and mentors stay connected throughout the program.

• ECTs will still work towards full registration and the Proficient career stage of the Teacher Standards. While the requirements have not changed, the program now provides a more connected and practice-focused approach to support their development.

If you support or work with early career teachers, now is the time to review the ECT Development Handbook on plink.