Stephanie Jennings, Assistant Head of Humanities at St. Peters R.C. High School – a TEEP Ambassador School, explains why they wanted to undertake the programme and the impact it has since had on their school.
Teacher Effectiveness Enhancement Programme (TEEP)
We wanted to undertake TEEP to improve teaching and learning across the school. We wanted lessons to have consistency and TEEP had a great structure that would work in all subjects. Having looked at the reports on the SSAT website, we were really impressed by the impact it had on the quality of teaching and learning in other schools.
Consistency across different subject areas
The TEEP training received was a great experience for all staff. It allowed staff to work with different subject areas for two days and focus on teaching and learning. The TEEP training sessions themselves were really engaging and after them, many staff members wanted to be trained to Level 2, leading on TEEP across the school. After the training we continued the work by creating TEEP toolkit booklets and used our staff bulletin for colleagues to share ideas. We have run ‘bring and brag’ sessions where staff shared different TEEP strategies they have used. This was effective as staff took more ownership of their own professional development. Learning walks have shown that student engagement in lessons has improved since using the TEEP framework, and there is far more consistency across different subject areas. The student’s extended writing has improved since using a six-part learning cycle, as the students have more thinking time before they complete the independent task. Progress at both KS3 and 4 has improved over the last five years. Staff are really positive about the impact TEEP has had on their teaching. In the future, we want to continue our TEEP journey and ensure that the underpinning pedagogy is at the forefront of our curriculum planning and delivery.
Sustaining the impact
We ensured that all lessons at KS3 followed the TEEP cycle and then looked at KS4 the year after. All staff received TEEP training and so felt confident in using the structure, with each department having a TEEP ambassador who was in charge of ensuring the programme and its impact was embedded. We carried out learning walks, staff voice and pupil voice surveys to measure the impact over a period of time. To sustain the impact, we wanted to ensure that all new staff were TEEP trained and were provided with the opportunities to share good practice. We are now hoping that three staff will do the Level 3 TEEP training, becoming TEEP trainers and lead on CPD sessions.
Linking pedagogical research to CPD
We refer to TEEP in all parts of school life. We have looked at the other elements of the TEEP structure such as effective learner behaviours in form time sessions and assemblies. Even our school prayer refers to elements of TEEP such as resilience and determination.
One of the most useful TEEP tools has been the underpinning elements to the model. TEEP is based on the most current pedagogical research and we have been able to link this to our CPD. For example, in our school action plan, we have been focusing on knowledge retrieval and cognitive science, and these are fundamental elements of TEEP and the research SSAT use. Since using TEEP, different staff members have delivered CPD sessions which has given colleagues the opportunity to share good practice and ensured our CPD is relevant and engaging.
A success story
One of our greatest successes has been our LEEP Day. This was a day for KS3 students where the timetable is collapsed and students take part in a range of activities led by staff such as horticulture, rock climbing, archery and pottery. The intent behind the day is to develop student’s confidence, resilience and leadership skills.
The day was really successful. The students really developed their growth mindset and enjoyed the variety of activities. The staff were encouraged to deliver a session outside of their subject area which pushed them out of their comfort zone too. There was a real buzz around school and it was great to see staff and students challenging themselves to take part in a variety of activities.
TEEP has given teaching and learning a new lease of life. Our lessons are engaging and challenging, and staff and students alike have seen the benefits of this.
