Improve teaching and learning using the Teacher Effectiveness Enhancement Programme (TEEP)

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1 Improve teaching and learning using the Teacher Effectiveness Enhancement Programme (TEEP) TEEP provides learning communities with a framework which has a strong pedagogical foundation to support a consistent approach to teaching and learning through: translating the available research on teacher and learner effectiveness placing teachers in the position of learners with practitioners modelling effective teacher behaviours encouraging teachers to reflect on their practice to plan more engaging lessons I have always been passionate about the impact of TEEP. The whole school model we have experienced has been transformational Headteacher

2 The TEEP model of effective teaching for effective learning was developed in response to the needs of education systems, schools, practitioners, teachers and students. What is TEEP? The model draws on significant research that has identified what is required of teachers and of learners, in order for them to gain the best learning outcomes possible. It is made up of three significant components, each with important elements that are inextricably connected, yet need to be recognised individually, for their contribution to the teaching and learning process. Effective Teacher Behaviours and Effective Learner Behaviours (the outer circle). This is the foundation of the whole framework and incorporates the major research findings on the principles of effective teaching and learning. The five underlying elements of effective practice (the middle circle) The five underpinning elements of TEEP support teachers to present a relevant and purposeful curriculum to learners as part of the learning process. The elements act as a conduit between what the teacher and the learner has to do and how they go about it. It is when theory and practice merge for the benefit of student learning. The TEEP learning cycle (the centre circle) The learning cycle is used by teachers as a guide to plan relevant, purposeful and stimulating lessons. Teachers can be confident that if each of the elements is considered during the planning, the lesson or series of lessons, will be more likely to actively engage students in their learning.

3 How can TEEP lead to improved teaching and learning? Training is given to all staff of an individual learning community. This allows the principles of TEEP to be embedded to support whole school improvement, through effective teaching and learning behaviours. TEEP provides a sustained, in depth focus on teaching and learning. It is suitable for any school wanting to improve the quality of teaching and learning whatever the starting point. It has been used by schools in special measures as well as schools wishing to improve teaching and learning from good to outstanding. TEEP is a generic training programme, delivered by practitioners from a variety of different sectors, including primary, secondary, special schools and further education. Trainers appropriate to the sector are selected in order to contextualise the training. Benefits of TEEP for individuals Opportunity to reflect on current practice and identify areas to develop A deeper understanding of how learners learn More motivated learners as a wider variety of creative teaching techniques are used in the classroom Benefits of TEEP for schools A common understanding and shared vocabulary for effective teaching and learning Increased cross-curricular collaboration and sharing of best practice A holistic learning and teaching model to help drive forward whole school improvement Benefits of TEEP for learners Students engage in more discussion, debate and listening related to learning Students are challenged and therefore engrossed in what is going on in the lesson with few incidents of misbehaviour. Students develop a deeper understanding as knowledge becomes more secure

4 TEEP training available* Level 1 (3+2 days) Aimed at classroom practitioners/teachers this course further develops personal understanding of teaching and learning. A five day training course (split into 3 days and then a further 2 days) that models the model and gives participants the opportunity, between the two phases of training, to implement their learning in the classroom. Experiential, challenging and fun. Schools can send individual practitioners on an open course or buy a level 1 course to be held in their school for up to 24 staff. A quality programme which has helped to revolutionise my teaching. (Level 1 trained teacher) Whole School (2+1+2 days) 3 days training for the whole staff of an individual school. (2 days training on consecutive PD days followed by one day approx 6-8 weeks later, when staff have had the opportunity to work with the framework in their classrooms). This training aims to improve the quality of teaching and learning across the school and provides a shared framework and vocabulary, with which to further raise the standard of teaching and learning This is followed by a further 2 days training for a smaller group of staff who will take TEEP forward, embed TEEP and contribute through mentoring and coaching to improve the quality of teaching and learning. It is advisable to plan well ahead to ensure sufficient PD days are available. Whilst there is flexibility around the delivery model (including the possibility of twilight or residential formats), which can be discussed when booking, we would highly recommended that day are full consecutive days to maximise impact. There has been a noticeable change; pupils are more engaged, teachers seem happier. It is like a different school (Feedback from whole school trained participant) TEEP provides a holistic framework that goes far beyond a lesson planning tool. It influences every aspect of the school, including culture, ethos, behaviours, vision and values (Dr J Gunraj, Independent Evaluator) *The cost of TEEP training is determined by the course(s) delivered and the number of delegates.

5 Level 2 (3 days) Aimed at ASTs, subject leaders, teaching and learning co-ordinators, coaches and mentors who have attended a full level 1 course. This course develops the skills required when consulting, collaborating and coaching. A 3 day course giving participants a deeper understanding of the TEEP model and strategies to work with colleagues to support their practice. Participants are required to produce a portfolio of their uses of TEEP in the classroom since their level 1 course Schools can send individual teachers on an open course or schools can buy a level 2 course to be held in their school for a maximum of 24 staff. Quite simply the best professional development I have had in 20 years of teaching (level trained Deputy Head) TEEP has had such an impact here. You can see so many people being enthusiastic about the approach... I m really impressed with it and the level 2 training has been especially helpful in my role as AST (Level 1+2 trained AST) Level 3 (3 days) This course is for potential TEEP trainers to develop the skills required to plan and present quality TEEP CPD. Participants attend a 3 day training event on the skills of a TEEP trainer and following this intern with an experienced TEEP trainer. The training will enable participants to deliver level 1 training to groups of teachers in their own school and more widely at the request of SSAT. Schools can send individual teachers on an open course. Participants must have completed TEEP level or TEEP whole school programme (5 days). Quite simply this is some of the most enjoyable, inspirational and insightful CPD I have participated in my 25 year teaching career. Brilliant (Level 3 trained Teaching and Learning Co-ordinator) ITT or NQT course (2 days) These 2 day courses introduce the TEEP framework on effective teaching and learning. The ITT course focuses on identifying the skills needed to practically and successfully begin in a career in teaching. The NQT course focuses on how to turn theory into practice.

6 Routes into whole school TEEP Schools and Academies use TEEP training through a variety of different delivery models to support teaching and learning. Below are possible models to consider however each booking is discussed individually and priced accordingly Level 1 Full 5 day level 1 course for 24 staff inschool (In terms 1/2) + Whole School Whole school 3 day course for all staff with a further 2 days for a smaller group of leading staff (In terms 3/4/5) Benefits Level 1 is a useful precursor to whole school training as a cohort of staff will already be using the framework and these colleagues could be the ones trained in coaching and mentoring (days 4 & 5) to support and embed TEEP. This approach splits the cost over 2 financial / academic years. Whole School Whole school 3 day course for all staff with a further 2 days for a smaller group of leading staff (Year 1) + Level 3 Level 3 course for a few members of staff who attended the second part of the whole school training. They will then intern with a view to becoming TEEP trainers within the school and potentially for the SSAT (Year 2) Benefits The whole school course immediately engages all staff in a focus of improving the quality of teaching and learning; it engages debate and a shared vocabulary. Training all staff together has a strong impact. Whole School Whole school 3 day course for all staff at a small school + Level 2 3 members of staff attend a full Level 2 open course to enable to go on to become coaches and mentors across the school Benefits This has all the benefits of whole school training but is more cost effective for small schools. It provides an opportunity for the colleagues who will become the coaches and mentors to complete this part of the training with people from other schools creating an opportunity to share ideas.

7 Examples of how TEEP can work Satisfactory to good in two years A school used TEEP to improve the quality of teaching and learning from satisfactory to good with outstanding features in just two years. Whole school TEEP training was arranged over three days two consecutive days of initial training using professional development days and a further day six weeks later when staff had had the opportunity to implement their learning. Following the initial training 12 staff who showed particular interest and aptitude across a number of subject areas were given the opportunity to do further training to develop their coaching and mentoring skills, to support colleagues and embed TEEP across the school. TEEP had a real impact on teacher s enthusiasm and creativity. It provided a common sense approach to teaching, offering an holistic view of the learning process. TEEP provided a shared approach to planning which did not place an additional burden on teachers. It helped them to make the connections required for a more sophisticated approach to thinking about teaching and learning. Most of all, student engagement and enjoyment of lessons improved significantly. At the last round of lesson observations 90% of lessons were judged good or better, with just under 50% being graded outstanding. TEEP has continued to grow and flourish. All teachers are members of a teaching and learning thematic action group which focuses on the TEEP framework, underpinning elements and the model. All teachers carry out action research projects focusing on TEEP and we are working with a local HEI provider to accredit this action research towards a masters degree in teaching and learning. A number of staff have also gone on to become TEEP trainers and are delivering training both locally and nationally. Re-energise Teaching & Learning An academy used TEEP to impact on the quality of teaching and encourage a style of learning less dependent upon the teachers. The training was incredibly challenging. The quality of delivery and the materials were excellent and set a benchmark by which all other training is judged. The impact on teaching was immediate and teachers became energised and eager to try out new ideas in the classroom. Features of TEEP were incorporated into NQT and NQT plus 1 programmes and ASTs have also added comprehensive TEEP based intranet resources to support staff working with the model to improve their own practice. TEEP methodology has in effect become the teaching and learning policy and the quality standard by which lessons are viewed. The main benefit of TEEP is as a coherent model of teaching and learning. Using the model teaching and learning has been driven much more strategically. The NQT programme provides an introduction to different components of the model and staff are trained in the full model the following year. TEEP has created a cultural change and buzz about teaching and learning. Staff thoroughly enjoyed the training and now talk about teaching and learning in a far more creative way. The biggest impact of TEEP has been to create a far more consistent approach to teaching and the number of lessons rated as good or outstanding has increased significantly. Despite having made so much progress there is still much to do. The focus is now on embedding assessment for learning, a key component of the model. Moreover the dichotomy between preparing students for exams and developing them as independent learners and thinkers is being addressed and use is being made of TEEP, effective learner behaviours to help with this.

8 Setting up a whole school professional development programme using TEEP There are a number of steps in setting up a whole school professional development programme using TEEP and each school will adopt its own approach. However set out below is a possible way to develop a collaborative approach to focusing on the quality of teaching and learning for your school. Step 1 Identify the need to enhance the effectiveness of the quality of learning and teaching The first step is to identify the need to enhance the effectiveness of the quality of learning and teaching in your own organisation. This may, for example, be as part of your own self-evaluation and the desire to increase the percentage of outstanding lessons being taught, so improving student engagement, attendance and independent learning skills, or as a result of an Ofsted inspection which cites teaching and learning as an action point. Staff and governors will need to be included in these discussions so that all colleagues understand the rationale for considering TEEP. Step 2 Gaining agreement There is a range of people that you will need to gain agreement or buy in from to ensure you can maximise the impact of TEEP, including governors and staff. It is vital that the Senior Leadership Team, including the Head Teacher, lead by example and are prepared to attend the TEEP training themselves and model the model. Step 3 Identify who your key players are who will help to drive the important agenda of improving teaching and learning The next step is to identify colleagues who are already striving for excellence in their practice and have the ability to coach and mentor others in the pursuit of excellence. The number selected will depend on each learning community, but in a medium size secondary school you would be looking at approximately ten people. One of the people selected may well be the person with the responsibility for learning and teaching or CPD. You may wish some of these colleagues to attend full level 1 training so they have a greater insight from the start.

9 Step 4 Setting timescales In order for all colleagues to be trained in TEEP, Professional Development Days will need to be allocated. The whole school model is a total of 5 days, with days 1&2 for all staff on consecutive PD days, followed by day 3 for all staff some weeks later when staff have had the opportunity to work with the framework in their classrooms. This is followed by a further 2 days training (day 4 + 5) for a smaller group of staff who will take TEEP forward, embed TEEP training and contribute through mentoring and coaching to improve the quality of teaching and learning. The process can be completed within one academic year. It is advisable to plan well ahead to ensure sufficient PD days are available. As soon as you are interested in running a whole school TEEP programme do begin discussions with the SSAT who will work with you to confirm dates and identify suitable trainers. Step 5 Undertaking TEEP training Staff engage in TEEP training. The aim of the training is to model the model and consequently the training is very interactive and places the colleague being trained in the role of the learner. Colleagues should approach the training with an open mind and a willingness to become involved. Step 6 Monitoring progress You will need to support the colleagues identified as coaches and mentors as the learning community moves forward putting their learning from the TEEP training into action. It will be important to create opportunities for all colleagues to plan collaboratively and to share their learning and good practice. Schools often set up action research / learning and teaching groups focused on the TEEP framework to ensure that there is continuous dialogue and development of learning and teaching. Step 7 Evaluation You will want to evaluate the impact of TEEP on the quality of learning and teaching in the school and plan for the future continued development of staff, particularly as new staff join. For further information visit or contact: teep@ssatuk.co.uk; phone

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