Job descriptionA welcoming and creative 11–18 secondary school in Boston, Lincolnshire is seeking to appoint an enthusiastic Early Career Teacher of Drama to join its Performing Arts department from January 2026 . This is a full-time, permanent role designed for an ECT who is passionate about creative teaching and keen to develop their classroom practice within a supportive, structured and encouraging environment. The school has a strong track record of supporting early career teachers and provides a calm, well-organised setting where new staff are given the time, guidance and confidence to grow into effective practitioners. The Role You will teach Drama across Key Stages 3 and 4 , with opportunities to support or develop GCSE Drama depending on experience. Your timetable will reflect your ECT status, with a reduced teaching load and protected time allocated for mentoring, planning and professional development. At Key Stage 3, students engage with a broad Drama curriculum that introduces them to performance skills, characterisation, devising and evaluation. Lessons focus on building confidence, collaboration and communication skills, with clear routines and structured outcomes that support positive behaviour and engagement. At GCSE, teaching centres on developing students’ practical performance skills alongside analytical and evaluative written work. ECTs are supported with shared schemes of work, exemplar materials and collaborative planning sessions, ensuring clarity and confidence in delivery. ECT Support and Induction The school offers a well-structured and personalised ECT induction programme , ensuring early career teachers feel supported from day one. You will be paired with an experienced mentor who understands the challenges of teaching Drama and provides regular guidance and feedback. Support includes: A reduced timetable aligned with ECT entitlements Weekly mentor meetings focused on classroom practice and behaviour management Regular lesson observations with developmental feedback Structured CPD sessions linked to the Early Career Framework Protected time for reflection, planning and professional learning The school’s approach is supportive and developmental, helping ECTs build confidence without unnecessary pressure. The Performing Arts Department The Performing Arts department is a friendly and collaborative team, working closely across Drama and Music to support creative learning. Schemes of work are well established and centrally stored, meaning ECTs are not expected to plan lessons from scratch. Department meetings focus on practical teaching strategies, assessment and student engagement. Colleagues are approachable and willing to share ideas, resources and advice, creating a positive environment for early career teachers. Enrichment activities, such as school productions and performance showcases, are well supported and carefully planned. ECTs are encouraged to get involved at a manageable level, with clear guidance and support provided. The School This is a Good school with a strong reputation for its inclusive ethos, positive behaviour and supportive culture. The school serves a diverse community and places high value on consistency, respect and strong relationships. Behaviour systems are clear and consistently applied, providing ECTs with the structure needed to establish confident classroom routines. Senior leaders are visible and supportive, and new staff feel comfortable seeking help when needed. Pastoral care is well organised, with tutors, heads of year and pastoral teams working closely together to support student wellbeing. Teachers are not expected to manage complex pastoral issues alone. Facilities and Learning Environment The Drama department benefits from a dedicated performance space, with flexible staging, lighting and sound equipment suitable for both teaching and rehearsals. Teaching spaces are well maintained and designed to support practical learning. Shared digital resources, including scripts, assessment materials and lesson plans, are easily accessible, helping ECTs plan efficiently and focus on delivery. The wider school environment is calm and orderly, with clear routines that support both staff and students throughout the day. Professional Development and Career Growth Professional development is a clear priority. In addition to ECT-specific training, you’ll have access to whole-school CPD and subject-focused development opportunities. As confidence grows, ECTs are encouraged to: Support enrichment activities and performances Contribute to curriculum development Engage in creative teaching networks Progression is supported at an appropriate pace, ensuring early career teachers are not overwhelmed. Workload and Wellbeing The school takes a realistic approach to workload. Planning expectations are clear, marking policies are proportionate, and data collection is purposeful. Leadership regularly seeks feedback from ECTs and adapts systems to support staff wellbeing. This has helped create a positive staff culture with strong retention. The Ideal Candidate This role would suit someone who: Holds QTS (or will hold QTS by January 2026) Is an Early Career Teacher of Drama Has strong subject knowledge and enthusiasm for creative teaching Is reflective, organised and eager to develop their practice Values collaboration and structured support Is committed to inclusive teaching and high expectations Why This Is an Excellent ECT Role Proven ECT mentoring and induction programme Calm, supportive classrooms Collaborative Performing Arts department Clear curriculum structure and shared resources Leadership that genuinely supports early career teachers Application If you are a Drama ECT seeking a January 2026 start in a school that prioritises creativity, structure and professional growth, we would be delighted to receive your CV.
