Introduction to Teacher Effectiveness Enhancement Program (TEEP) at (Add School)

1. Introduction to the Teacher Effectiveness Enhancement Programme (TEEP)

2. In this session: • Why TEEP for (add school) • Overview of the TEEP model • Format of the training

3. “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

4. TEEPfilm

5. Our vision School 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...

6. How are we going to involve students and their parents to develop partnership in learning? How are we going to support and develop TEEP? Taking TEEP Forward at (add school/ academy) Will our present policies and structures need developing? How do we build a culture which takes us from good to outstanding?

9. 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

10. Whole School Model • 3 days (for all staff) plus 2 days (for a cohort who will be responsible for ensuring TEEP is embedded and developed) • Connects the strands of quality teaching and learning • Provides challenge and encourages a common vocabulary about teaching and learning • Gives a perspective on what it means to be a learner • Allows for collaborative planning, reflection and sharing of best practice

11. Evidence of Impact • Students / Teachers / Headteachers • Ofsted reports • Independent evaluation reports from: • Warwick (2002-5) • Institute of Education (2003-6) • York (2005-9)

12. 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

13. Quite simply this is some of the most enjoyable, inspirational and insightful CPD I have participated in my 25 year teaching career. Brilliant!" "Quite simply this is some of the most enjoyable, inspirational and insightful CPD I have participated in my 25 year teaching career. Brilliant!" "An excellent five days which has revealed to me all I need to do to push forward T&L at my school" e 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 centered, aimed at promoting independent learning and fostering effective partnerships, to impact on attainment" independent learning and fostering effective partnerships, to impact on attainment"

14. 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.  I do not underestimate the impact of the work you and your team have done for the school, staff and most importantly the students.  The whole school model we have experienced at Copleston has been transformational. Shaun Common, Headteacher

15. All Hallows Catholic College, Macclesfield We know the Teacher Effectiveness Enhancement Programme has been instrumental in our journey to outstanding, which we secured in our most recent inspection. TEEP provides us with a powerful shared language and effective planning tool for teaching and learning in our college. It has been fully embraced by both teachers and learners and has been a real driver for improvement. Tony Billings, Headteacher

16. Impact of TEEP on quality of lessons – OfSTED view The quality of teaching has improvedsince the previous inspection due to the college's impressive action research workthat has focused on determining, modelling and implementing a unique framework for teaching and learning. Lessons are consistently plannedand include a wide variety of activities that motivatestudents and extendtheir 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)

17. "Quite simply this is some of the most enjoyable, inspirational and insightful CPD I have participated in my 25 year teaching career. Brilliant!"

19. 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 Lessons included a greater variety of activity Improved attainment Increased use of ICT Increase in active learning by pupils Increased use of effective feedback

20. School to add details of when training will be and where, what to bring, how to prepare Our training

21. The whole school training is only the beginning of our journey with TEEP. • After the first three days of training, the school will select a small group of people to attend two further days of training. These people 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. • School may want to add more school specific next steps here, eg T&L communities, action research projects etc.. Next Steps