31st March 2026

Driven to make a difference: Ammaar’s journey through Ark’s ECT programme

Ammaar Hussein

For Ammaar Hussein, teaching is more than a career – it’s a chance to change lives. Now in his second year on Ark’s Early Career Teacher (ECT) programme, he reflects on a journey shaped by a clear sense of purpose and a strong network of support. From overcoming early setbacks to developing his practice in the classroom, his experience offers inspiring insight into how Ark helps teachers thrive from the very start of their careers. 

A purpose-driven start

Ammaar’s motivation to teach is deeply personal. “I have always been passionate about working with young people,” he explains, “but a big part of my motivation comes from being a hard of hearing student.” 

Growing up, the support he received from teachers made a lasting impression. “They made a huge difference to my confidence and progress,” he says. “I want to pass on that same support – to make sure every child feels seen, supported and capable of achieving their potential.” 

Before stepping into teaching, Ammaar spent several years as a learning support assistant. It was here that his ambition truly took shape. “I saw students struggling from different backgrounds, with different abilities and needs,” he reflects. “I thought, why not become a teacher and support them directly?” 

 He applied to Ark Teacher Training but didn’t succeed at first. Undeterred by the setbacks, Ammaar, stayed focused on his goal.  “I’m actually glad I was rejected early on,” he says. “It gave me the chance to build real classroom experience. When I started training, I was ready.” 

What continues to motivate him most, however, is the day-to-day experience of teaching. “There is something really rewarding about seeing a student go from being disengaged to actively participating,” he says. “That’s what I think about every morning when I go to work.” 

Structured development that builds confident teachers 

Ammaar describes the experience of the ECT programme at Ark as “very structured, organised and incredibly helpful.” From 1:1 tutoring to twice the number of training days typically offered in schools, every element is designed to build confidence and expertise over time.  

“The training really consolidates your understanding of how to teach well,” he explains. “Things like checking for understanding, planning effectively – it all becomes much clearer.” 

A key part of the programme is its grounding in research-informed practice. Through online modules, conferences, and guided learning, teachers engage with evidence-based approaches that can be applied directly to the classroom. “The foundation is really strong,” Ammaar says. “Each session gives you practical strategies but also pushes you to go further – to read more, to reflect more.”  

Alongside this, he has taken part in a wide range of professional development opportunities, from curriculum design to preparing for leadership. “I’ve had opportunities to think about curriculum intent, how to design schemes of learning, and how to prioritise key knowledge,” he says. “It’s helping me think beyond my classroom, and focus on the bigger picture.” 

At the heart of the programme is instructional coaching. Working closely with his ECT tutor, Ammaar benefits from regular, tailored feedback that helps him improve continuously. Each week, this is broken down into a specific, manageable action step that allows him to focus on improving one aspect of his teaching at a time. “There’s a strong balance between support and challenge,” he explains. “You’re given clear, actionable feedback, but also the space to reflect and grow.”  

What makes this especially powerful is the immediacy of the feedback. “Sometimes I’m coached live in the lesson,” he says. “My tutor might write a note or give me a quick prompt, and I can implement it straight away. It’s like instant improvement.” 

For Ammaar, this approach has been transformative. “It feels like a safe place to develop,” he says. “I like feedback – that’s how you get better.” 

A culture of support that helps teachers thrive 

Support at Ark extends far beyond formal training. Within his school, Ammaar describes a culture where everyone plays a role in helping each other succeed.  There is a strong sense of shared responsibility, where colleagues actively contribute to each other’s development rather than working in isolation. The programme prioritises wellbeing, where teachers are supported to manage workload and build resilience early in their careers. “We have fantastic support – from the principal, coaches, and tutors,” he says. “It’s not just one type of support. It’s built into your teaching through coaching and one-to-one feedback.”  

That support is also tailored to the needs of the individual. “They are very aware that I’m hard of hearing,” he explains. “Even small things, like reminding me about microphones before training, make a big difference. It makes me feel at home.” It reflects a wider culture of inclusion, where individual needs are understood and supported so that every teacher can thrive. 

Being part of a wider network adds another layer of development. Through Ark’s network days, teachers come together to share expertise and ideas. “You’re surrounded by people who are passionate about your subject,” he says. “I leave with so many ideas that I can immediately use in my classroom,” turning shared expertise into practical strategies that benefit pupils straight away. Ammaar has embraced creative approaches like role play to bring lessons to life. “It really helps with their understanding,” he says. “They love it and it boosts their confidence.” 

Together, this combination of in-school support, inclusive culture and network-wide collaboration creates an environment where teachers can continuously refine their practice – ultimately leading to stronger outcomes for pupils.  

For Ammaar, this all connects back to Ark’s mission. “Transforming lives through education really resonates with me,” he says. “It’s about making sure every child, regardless of their background, has access to a high-quality education and real opportunities in life.” 

Ammaar’s journey through Ark’s ECT programme shows what is possible when determination is matched with the right support. From his early experiences as a student to his growing impact as a teacher, his story reflects the core of what the programme is designed to achieve: developing confident, skilled educators who believe in every child’s potential. “If I can do it,” he says, “why can’t they?”