Teacher Effectivenss Enhancement Programme
The Teacher Effectiveness Enhancement Programme (TEEP) is a comprehensive continuous professional development (CPD) programme for existing practitioners, developed originally by teachers, for teachers in the school sector.
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This programme has recently been re-designed to provide a suitable continuous development programme for those working in the Learning and Skills sector. In the new Education Inspection Framework (EIF) there is a renewed focus on the effective use of the teacher’s craft to ensure that learners know more and remember more. Teachers need to design learning which ensures deep learning, ensuring that new knowledge is fixed in long-term memory. Progress means knowing more (including knowing how to do more) and remembering more.
The Teacher Effectiveness Enhancement Programme challenges practitioners to reflect on their current practice and to consider new ways of teaching, based on the exploration of evidence based best practice around underpinning pedagogical principles. The programme challenges trainers and teachers to evaluate their current practice and to rethink their pedagogy, to ensure that they deliver sessions which help learners to benefit from their vocational expertise and experience, moving them from novice to expert in their chosen vocational fields.
The TEEP Pedagogical Model
The programme explores how practitioners can use The TEEP pedagogical model to provide a structure to help plan effective learning sessions which provide a learning environment which is conducive to learning; maximises the benefits of sound pedagogy through implementation of the appropriate use of the underpinning elements; and encourages learners to move from the known to the unknown (schema), and to give clarity to learning helping learners understand and apply the language of learning. TEEP promotes the facilitation of active learning to ensure deep learning, ensuring that teachers regularly check understanding and the progress of learners throughout learning sessions.
The TEEP Pedagogical Model
The TEEP pedagogical model and TEEP Learning Cycle can be used as a prompt and guide to focus on the delivery of important elements of any successful learning opportunity.
In the new Education Inspection Framework inspectors will take a rounded view of the quality of education, they will consider the way teachers use the craft of teaching and how they assess learning, to support learners to build their knowledge and to apply that knowledge. Developing the novice into the expert is at the heart of effective vocational training and learning.
Teachers will need to consider how the curriculum is delivered to ensure new concepts are embedded into learners’ long-term memory. Teachers will therefore need to think very carefully about how they ensure high quality learning opportunities for their students, rather than teaching to the test. This model ensures that all lessons incorporate time for constructing meaning and demonstrating understanding as well as reviewing the learning process.
The TEEP programme was previously delivered at Gateshead College and Blackpool and the Fylde College as a part of their improvement plans for Teaching, Learning and Assessment. Both colleges went on to be judged as outstanding in Teaching, Learning and Assessment by Ofsted at subsequent inspections.
Previous participants on the course state “that the programme has changed their view of how they teach”. Participants also talk of “being re-energised and re-motivated about their practice and their roles”.
Behaviour and Attitudes and Personal Development Judgements
The training programme is ideally delivered over three full days, giving participants real quality time to focus on their own practice and to re-consider how they support learners to make good progress in their learning. As with all good models of professional development, the training programme directs teachers to apply their new learning directly in their teaching, reflecting on its impact and collaboratively reviewing its effectiveness across a range of contexts.
The Delivery Model
Part One – Ideally Two Consecutive Days
Knowledge to implementation – Application into practice over a period of 4-6 weeks where teachers will trial, refine and reflect on their TEEP practice.
Part Two – Ideally One Day
Costs of the Programme
More flexible models of delivery can also be explored and costed.
To discuss your requirements and how TEEP aligns with your improvement planning, give me a call.