Introduction to the Teacher Effectiveness Enhancement Programme (TEEP) 1
•What is TEEP? •Why are we doing TEEP at Lister? •Overview of the TEEP model •How will TEEP be delivered at Lister? •Evidence of TEEP Impact
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What is the Teacher Effectiveness Enhancement Programme (TEEP)? •
A framework for effective teaching and learning developed from research evidence
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An effective CPD programme
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A process not a product
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Delivered by outstanding teacher practitioners who have themselves been through all levels of TEEP training
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Generic- all subjects, all phases
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“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 evaluation, 2010
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Why are we doing TEEP at Lister? To enable us to achieve at least 75% of lessons graded at good/outstanding by the Summer Term 2013 through: • providing a common framework for lesson planning and delivery for all staff. • providing a common language for learning with all students. 5
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How will TEEP be delivered at Lister? • 3 days (for all teachers INSET 2, 3 & 4) plus 2 days (for the L&T Team who will be responsible for ensuring TEEP is embedded and developed) • Connects the strands of quality learning and teaching • Provides challenge and encourages a common vocabulary about learning and teaching • Gives a perspective on what it means to be a learner • Allows for collaborative planning, reflection and sharing of best practice
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Taking TEEP Forward at Lister How are we going to support and develop TEEP?
How do we build a culture which takes us from satisfactory to outstanding?
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How are we going to involve students and their parents to develop partnership in learning?
Will our present policies and structures need developing?
Evidence of TEEP Impact • Students / Teachers / Headteachers • Ofsted reports • Independent evaluation reports from: •Warwick (2002-5) •Institute of Education (2003-6) •York (2005-9)
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Copleston High School, Ipswich I have always been passionate about the impact that the TEEP model has had on the two schools where I have been Headteacher. Both schools were in some difficulty and both are now regarded as being GOOD with outstanding features. The whole school model we have experienced at Copleston has been transformational. Shaun Common, Headteacher
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Impact of TEEP on quality of lessons – OfSTED view The quality of teaching has improved since the previous inspection due to the college's impressive action research work that has focused on determining, modelling and implementing a unique framework for teaching and learning. Lessons are consistently planned and include a wide variety of activities that motivate students and extend their thinking. There is a keen sense of professional dialogue within the college; teachers are reflective and eager to share their practice. April 2011 ( All Hallows Catholic College, Macclesfield) 12
Evaluation Findings Increased engagement of students 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
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Lessons included a greater variety of activity
Improved attainment Increased use of effective feedback
Increase in active learning by students
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Next Steps: The whole school training is only the beginning of our journey with TEEP. •After the first three days of training, the L&T will attend two further days of training. These colleagues will be key people to help drive TEEP forward and embed it across the school through mentoring and coaching. •All staff will get a login to the TEEP website (www.teep.org.uk) as Associates. The website contains many resources for use in the classroom and articles written by other practitioners who have been using TEEP. •A new Postgraduate Award in TEEP from the Institute of Education, University of Warwick is available for those interested to consider. 15