An introduction to TEEP What is TEEP video

An introduction to TEEP What is TEEP video link

What is the Teacher Effectiveness Enhancement Programme (TEEP)? • A framework for effective teaching and learning developed from research evidence • An effective CPD programme • A process not a product • Delivered by outstanding teacher practitioners who have themselves been through all levels of TEEP training • Generic - all subjects, all phases

The TEEP Framework Learning Cycle Underpinning Elements Effective behaviours Teacher & Learner

TEEP Training Days 1 and 2 • Underpinning elements • Phases of learning with lesson planning challenge Day 3 • Effective teacher and learner behaviours Days 4 and 5 • Coaching and Mentoring or Developing TEEP Champions (Level 2) Beyond the training… TEEP Trainers training (Level 3)

The Impact of TEEP: Freebrough Academy Video link

The Impact of TEEP: Pre TEEP Sponsored Academy opened in 2010 17 vacant posts (no middle leaders, no DP, no SENCO) 5 A*-C+E+M 30% Attendance 89. 9% PA (15%) 20% Permanent Exclusions 8 FT Exclusion 13. 5% of population 574 days lost to exclusion 2632 sessions where students were sent home because of an incident or prior to an exclusion 40+ students in “Alternative Provision” 32% of lessons good or better (7% outstanding) 21% of lessons of inadequate

The Impact of TEEP: Post TEEP 5 A*-C+E+M 50% 3 Levels of Progress English 85% Attendance 95% PA (15%) 5. 2% Permanent exclusion 0 (for the 3 rd year) FT exclusion 7% of population. 73 days lost to exclusion 93% lessons good or better (33% outstanding) Ofsted Good (Jan 15)

Leadership of TEEP Kingsford Community School Impact Video

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“The introduction of the Teacher Effectiveness Enhancement Programme (TEEP) has significantly helped to improve the quality of teaching. ” OFSTED May 2014

Being Explicit about Teaching and Learning How headteachers achieve success: They issued explicit guidelines on what constitutes good teaching and learning. In the early stages inadequate teaching was identified and headteachers were rigorous in eradicating it. This often resulted in the weakest teachers leaving. However, in all the schools visited there were teachers whose practice had previously been weak who had risen to the challenge and were now teaching good or better lessons. OFSTED “Getting to good – How headteachers achieve success” Sept 2012

Being Explicit about Teaching and Learning Mentoring and coaching were effective in improving teaching and learning in eight schools visited. Peer and team teaching, particularly for more effective teachers, were extremely successful in piloting and leading improvements to teaching in seven schools visited. A set of non-negotiable expectations for teaching and learning established by the Headteacher as a ‘preparing for quality learning: staff self-check list’ has helped to improve the quality of teaching. Of. STED “Getting to good – how headteachers achieve success” Sept 2012

Key Questions How are we going to support and develop TEEP? How do we build a culture which takes us from good to outstanding? How are we going to involve students and their parents to develop partnership in learning? Will our present policies and structures need developing?

TEEP WHOLE SCHOOL INDEPENDENT EVALUATION 2010

Our vision For you to populate, why opted for TEEP and their vision for the future. May include information about format of initial training and dates, set up of groups, ongoing support in between sessions, expectations. . .

Impact of TEEP in the classroom "It is a fantastic way to develop good teaching practice and to help the pupils to engage and take more ownership of their learning. " Learners fully engaged in immersive learning experiences

Quite simply this is some of the most "Quite simply this is some ofand theinsightful most enjoyable, inspirational CPD inspirational and insightful CPD I have participated in my 25 year teaching my 25 year Brilliant!" teaching career. Brilliant!" career. "An excellent five days which has revealed to me all I need to do to push forward T&L at my school" “It provides a sound underpinning set of values, for planning a cycle of lessons which is child centred, aimed at promoting independent learning and fostering effective partnerships, to impact on attainment"

Evaluation Findings Increased engagement of pupils in their learning Increase in higher level thinking More effective questioning by teachers More investigative work in science Improved behaviour in lessons Increased use of ICT Lessons included a greater variety of activity Improved attainment Increased use of effective feedback Increase in active learning by pupils