Struggling ECT

[PumpkinPie2016]

Just after other people's thoughts/ideas really, in case I have missed something.

I am a HoD and mentoring an ECT1. I have successfully mentored numerous ECT/NQTs and trainees so I am not new to the role.

My current ECT1 is struggling. He was OK at the start - perhaps not amazing but fine for the stage he was at. However, more recent observations and conversations indicate he is struggling.

Taking everything into account, I have narrowed the issue down to planning. We are centrally planned but he is not thinking around the plan.

Before half term, we went through a lesson he was due to teach the following day and it was clear to me that he hadn't planned. He can give you a list of 'things' he will do e.g. retrieval do now, I do, we do, you do, cold call etc. But there is no thinking beyond that. So, he cannot tell you what questions he will have in the do now and why (some are suggested on centrally planned resources but I have always said these need adapting), no idea what the 'I do, we do, you do' will actually look like, or what a mini whiteboard activity will tell him/what the purpose is.

So far, we have co planned a couple of his lessons.

The induction tutor has asked me to increase support for 2-3 weeks post Easter with a view to moving to cause for concern if there is no progress.

My current plan;

1. I will model (again) my thinking behind a lesson I will teach, to show him what he needs to think about.

1. Co plan some of his lessons with him to develop the thought process (I can't feasibly do more than a couple with him as it takes a long time due to his lack of understanding)

1. Him sending me 1-2 lessons per week, that he has adapted, prior to teaching for me to feedback on.

1. Additional lesson visits to highlight strengths and areas for development.

Is there anything anyone else would suggest? He has observed more experienced teachers, myself included, but I think the issue is that he just sees a strategy like 'oh, he/she used mini whiteboards, so I'll do that' but doesn't understand why/what info they are getting and how that is used.

Any suggestions would be gratefully received as I really want him to succeed.

Yeah, this guy is coasting.

Don't know what subject you are, but there's literally bazillions of time saving options available for planning, e.g. Brisk, Seneca, Chatgpt, etc.

Sounds like he's delivering, not teaching.

Anyway, couple of things I've seen people on support plans have to do:

1. Provide a 2 x bullet point lists of what learners will need to know to answer the enquiry question and how they will show that they've acquired this knowledge by the end of the lesson.
2. Create 2 x single sentence intro slide for each lesson: What we're doing today + how we're going to do it.

^^ Like, it shouldn't be overwhelming for him to produce both of these if he understands what he's teaching. 10 mins per lesson x 20 lessons = 3 hours 20 mins per week. There's his PPA. He can do marking in his own time.