A new, national resource to equip teacher educators with research evidence and practical insights to inform professional learning is the hot topic on educator’s lips across the country.
 
Built by a dedicated team at the National Institute of Teaching (NIoT), the recently published Evidence Portal brings together rigorous, high-quality research and expert perspectives from Schools and Trusts to empower teacher educators to be able to make evidence-informed decisions when designing and delivering professional learning and support. 

So why does it exist?
One of the NIoT’s core missions is to improve the quality of teacher and leader development at a system level by generating and interpreting research, applying the insights to the design and delivery of high-quality teacher development programmes to be shared across the sector.
 
We have seen this in practice with our published work with the NIoT on the delivery of the Early Career Teacher Programme (ECTP) in coastal and rural communities and more recently a research study into school level professional development. A number of SWIFT schools are also currently involved in an exciting AI and mentoring research project. 
 
£1.4 billion and nearly 2 million working days are spent on professional development each year. 
As teacher educators, we are surrounded by vast amounts of research but finding the time to make sense of it and knowing what really works in our own Schools and Trusts can be difficult. 
 
The NIoT Evidence Portal aims to solve this problem by bringing coherence to a crowded landscape and strengthens professional development by supporting teacher educators in accessing, interpreting and using research thoughtfully in their own context.
 
The Evidence Portal currently comprises two major features: 

The NIoT Evidence Toolkit
The toolkit brings together bite-sized, trustworthy summaries of professional learning approaches drawn from systematic reviews of international research on initial teacher education and professional development.
 
It is organised into a number of different strands, including inclusive professional learning, coaching and leading professional development in schools. Each of these strands summarises what the evidence shows about the approach’s effectiveness, its impact on teachers and pupils and the key factors that support successful implementation. Importantly, each strand also includes an ‘In Practice’ section which features insights from experienced teachers and leaders who share how they have applied the approaches, allowing contextualisation of the research making the evidence usable, relevant and ready to apply.
 
Your Questions Page
The team at the NIoT are aware that not every professional learning question can be answered by the Toolkit alone and often there is not enough systematic research evidence to create a strand within the Toolkit for emerging or under-researched topics. In this section, therefore in order to address this gap, they share rigorous evidence-informed responses to the questions that matter most to teachers, Mentors and leaders.
 
How can Professional Development be designed to support workload?
What motivates teachers to engage in Professional Development?
Is it most effective when it is specific to the setting, phase or subject?
 
This collection will be expertly curated over time, responsive to your questions and needs. 

Your Voice Matters 
As the Portal develops, new strands and more resources will be added so that it continues to evolve and to ensure that the evidence remains practical, relevant and responsive to the priorities of Schools, Trusts, leaders of professional development and teachers.  
 
The NIoT Team are keen to feature professional learning experiences from across the sector, so please do get in contact if you would like to share (see the links below).
 
We increasingly value our SWIFT NIoT Partnership. Alongside their wide range of high-quality programmes, the Portal is another dynamic and exciting initiative that we hope our Schools and Trusts will embrace.
 
If you have yet to discover the Evidence Portal, we encourage you to do so and we will keep you informed of other innovative NIoT opportunities to benefit you and your teams.

By Jen Knowles, SWIFT Director of Teaching School Hubs 

With the most positive “shout-outs” for more than one Mentor, Widey Court Primary School’s Deputy Headteacher and Induction Tutor, Jo Llewellyn shares their journey and top tips to effective mentoring.
 
I have been an Early Career Teacher (ECT) Induction Tutor at Widey Court since starting here as Deputy Headteacher in September 2022. My mentoring journey has been both rewarding and developmental for me. Whilst I have had many years’ experience of mentoring students and Newly Qualified Teachers, to lead the process myself, has necessitated knowing and understanding the expectations of my role and content and progression through the Early Career Teacher Programme.  
 
When I started in my role, ECTs at Widey Court were about to start their second year and were fully embedded into the programme, which was helpful as their journey was already underway. 
 
Now that I am in my fourth year, I reflect on how important it is to value the amount of time and effort Mentors and ECTs have to invest in the success of the programme and how building trusting relationships is vital between the three parts of the process: Tutor, Mentor and ECT. Tailoring our approach to individual needs and having open, honest and reflective conversations are essential to our mentoring journey. Careful thought is given to our ECTs, ensuring that they feel supported - not only in developing their classroom practice, but also in becoming part of the wider life of the school. This holistic approach helps ECTs to build confidence quickly and to develop a strong sense of belonging. 

I believe that being an Induction Tutor is as a collaborative process where both Mentor and mentee learn and grow together. We are very fortunate to have the most experienced, nurturing, supportive mentors at Widey Court and are equally proud of the ECTs that we have recruited over the last four years. All of whom are engaged, eager to reflect, improve and enhance their teaching toolkit as they begin their teaching careers.
 
What truly works at Widey Court is the culture of openness and collaboration. Staff at all levels are committed to sharing practice and to supporting one another, creating a team ethos that ECTs quickly become part of. Successes are celebrated, challenges are shared, and everyone works together with a common goal: providing the best possible education for pupils.
 
A key strength of the provision lies in the work of the Mentors, who play a pivotal role in guiding and supporting new teachers. Mentors meet regularly with ECTs, offering advice, constructive feedback, and encouragement. An effective Mentor combines strong interpersonal skills with clear pedagogical expertise. 

I like to think the key ingredients of an effective Mentor include:
 

• Trust and empathy – creating a safe, non-judgemental environment.
• Active listening and respect – understanding the mentee’s perspective before offering guidance.
• Clarity and structure – providing focused and actionable feedback.
• Adaptability – tailoring support to the ECT’s stage and needs.
• Challenge and support – balancing encouragement plus that professional stretch.
• Consistency and rigour – being reliable and maintaining regular communication.
• Time - prioritising time and structure for meaningful Mentor-Mentee / Induction Tutor-Mentee interactions.

Same Phase Mentors
We have four trained Mentors at Widey Court: one in each phase (EYFS, Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2). This enables us to ensure that the Mentor assigned to the ECT, whatever their teaching year group, has experience of teaching in that phase, knows the planning, team, data and teaching/learning expectations to support the ECT.
 
Mentoring has significant benefits for both me and my mentoring colleagues.
For me, it has deepened my understanding of teaching and learning, as articulating best practice requires clarity and reflection and has strengthened my leadership skills, particularly in communication and professional development.
 
For my colleagues, mentoring fosters a culture of collaboration and shared responsibility and encourages open dialogue about teaching practice and creates opportunities for staff to learn from one another. Ultimately, it contributes to a more supportive and reflective school environment.

If I had to note a learning curve, it would be finding the balance between supporting ECTs and allowing them the space to develop their own teaching identity. They are qualified teachers, after all, which we fully appreciate and respect.
 
When I was new to the role, I sometimes felt the need to provide too many solutions that I would reflect on and advise. However now, our discussions/meetings are very much ECT-guided and reflective of their practice, with next steps guided by them. I ask questions but self-evaluation is the biggest driver for improving. Engaging with Induction Tutor training and reflecting on my own practice, has also helped me to refine this balance.
 
Feedback from ECTs reflects our endeavours. ECTs often highlight the value of feeling supported and listened to and appreciate having a consistent point of contact who provides both warm, positive reassurance and constructive challenge. Many have commented on the usefulness of regular, structured meetings and clear, actionable feedback that helps them to improve their practice. Others have noted that the mentoring process has helped to build their confidence and encouraged them to reflect more deeply on their teaching.
 
Strong relationships and maintaining a personalised approach are very important to us.

Looking ahead, I am hopeful that mentoring ECTs at Widey Court continues to be the success that it has come to be. Ultimately, my aim is for mentoring to remain a strength of our school in supporting, not only ECTs but contributing to a culture of continuous improvement for all staff.
 
I also hope that ECTs at Widey Court will develop into confident, reflective, and skilled practitioners who are well-equipped for the demands of the profession. Thanks to the dedication of their Mentors, they are given the strongest possible start to their teaching careers.
 
We thank Jo for her insight and upbeat report on effective mentoring at Widey Court Primary School.
 
By Jo Llewellyn, Deputy Headteacher and Induction Tutor, Widey Court Primary School

This September, the SWIFT Teaching School Hub Team is thrilled to unveil its brand-new Early Career Teacher Programme (ECTP), marking a transformative moment in teacher induction and professional development across the South West. 

In partnership with the National Institute of Teaching (NIoT), this innovative programme launches after months of dedicated research, planning, and collaboration and reflects a bold step forward in supporting Early Career Teachers (ECTs) and their Mentors with a curriculum that is rigorous, relevant, and responsive to the evolving needs of schools.

A New Era for Early Career Teacher Development
Only five years ago, Newly Qualified Teachers (NQTs) completed a one-year induction with limited structured training. That changed in 2020 with the introduction of pilot ECF programmes and SWIFT was proud to be among the first delivery partners. Since then, SWIFT has played a role in shaping national policy, offering feedback to lead providers and the Department for Education (DfE) to ensure programmes truly meet the needs of schools and educators.
 
Now, the new Early Career Teacher Programme (ECTP) aligns with the updated Initial Teacher Training and Early Career Framework (ITTECF), offering a carefully sequenced curriculum that supports ECTs in mastering:

• High expectations and pupil progress
• Subject and curriculum expertise
• Effective lesson planning and delivery
• Inclusive teaching strategies
• Assessment and behaviour management
• Wider professional responsibilities

What Sets the SWIFT-NIoT ECTP Apart?
This is not only a refresh, but it is also a reimagining of how we support new teachers and key enhancements include:

• Reduced Mentor Workload
  Recognising the demands on Mentors, the Programme now streamlines their involvement to one year, allowing for more focused and sustainable support.
• Enhanced SEND Support
  With deeper exemplification for SEND and alternative provision settings, SWIFT has also commissioned a local SEND expert to lead a dedicated Year 1 cohort, bringing regional insight directly into the training.
• Contextualised, Subject-Specific Content
  Real classroom examples from diverse schools and subjects make the learning tangible. ECTs and Mentors benefit from video, audio, and written materials that are accessible and tailored to their needs.
• National Expert Webinars
  Termly webinars offer direct access to sector leaders, giving ECTs the chance to explore key teaching practices and ask questions in real time.
• Evidence-Based and Locally Informed
  With NIoT’s in-house research team and SWIFT’s close involvement in research studies, the programme is built on the latest evidence and shaped by the realities of local schools.

Voices from the SWIFT Teaching School Hub

Fiona McNeile, Teaching School Hub Manager
"We move into the new academic year with a richer and more rigorous programme offer for ECTs and Mentors. We’re extremely proud to provide this opportunity to our local schools." 

Jen Knowles, Teaching School Hub Director 
“The significance of the change is huge. The removal of repetition and the inclusion of real teaching exemplification from EYFS to KS5 is incredibly exciting. We’re especially proud to see Devon and South West schools featured in the materials.”
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Report by Fiona McNeile, SWIFT Teaching School Hub Manager