1. Teacher Effectiveness Enhancement Programme
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. TEEP film
Link to TEEP film on the website
Play this film unless already shown to staff

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. Taking TEEP Forward at (add school/ academy)
How are we going to involve students and their parents to develop partnership in learning?
How are we going to support and develop TEEP?
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. Learners fully engaged in immersive learning experiences
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 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)

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
Every Child Matters / Children’s Plan– being healthy, staying safe, enjoying and achieving, making a positive contribution, achieving economic well being.
Personalised Learning – multi disciplinary projects, stage not age, collaboration between schools, reconfigure the school day.
Deep learning – student voice, A4L, learning to learn Other DEEPs – Deep support (mentoring and coaching, guidance and advice), deep experience (new technologies, curriculum), deep leadership (design and organisation, workforce reforms)
Competence based curriculum – diplomas (level 2) incorporate principle learning, generic learning and additional learning.
Functional skills, English, Maths, ICT
Pelts – personal learning and thinking skills
Other initiatives – updating GCSEs to incorporate employability skills, foundation learning tier providing additional support for students not yet ready for level 2, extended project equivalent to half an A level to allow students to pursue an area of interest through independent research and learning.
2013 school leaving age 17, 2015 age 18.
Enterprise Education – enterprise capability supported by financial capability and economic and business understanding.
Emotional Intelligence - the ability or skill to identify, assess, and manage the emotions of one's self, of others, and of groups
Increased use of ICT
Improved attainment
Increased use of effective feedback
Increase in active learning by pupils

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

21. Next Steps
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 ( 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..