2. An introduction to TEEP What is TEEP video link

3. 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

4. Effective behaviours Teacher & Learner Learning Cycle Underpinning Elements

5. Days 1 and 2 Underpinning elements Phases of learning with lesson planning challenge Day 3 Effective teacher and learner behaviours Days 4 and 5 Coaching and Mentoring or Developing TEEP Champions (Level 2) Beyond the training… TEEP Trainers training (Level 3)

6. The Impact of TEEP: Freebrough Academy Freebrough Academy Video link

7.  Sponsored Academy opened in 2010  17 vacant posts (no middle leaders, no DP, no SENCO)  5A*-C+E+M 30%  Attendance 89.9%  PA (15%) 20%  Permanent Exclusions 8  FT Exclusion 13.5% of population 574 days lost to exclusion  2632 sessions where students were sent home because of an incident or prior to an exclusion  40+ students in “Alternative Provision”  32% of lessons good or better (7% outstanding)  21% of lessons of inadequate

10. Kingsford Community School Impact Video

11. https://www.youtube.com/wa tch?v=3xJgakizJOo

13. How headteachers achieve success: They issued explicit guidelines on what constitutes good teaching and learning. In the early stages inadequate teaching was identified and headteachers were rigorous in eradicating it. This often resulted in the weakest teachers leaving. However, in all the schools visited there were teachers whose practice had previously been weak who had risen to the challenge and were now teaching good or better lessons. OFSTED “Getting to good – How headteachers achieve success” Sept 2012

14. Mentoring and coaching were effective in improving teaching and learning in eight schools visited. Peer and team teaching, particularly for more effective teachers, were extremely successful in piloting and leading improvements to teaching in seven schools visited. A set of non-negotiable expectations for teaching and learning established by the Headteacher as a ‘preparing for quality learning: staff self-check list’ has helped to improve the quality of teaching. OfSTED “Getting to good – how headteachers achieve success” Sept 2012

15. Key Questions How are we going to involve students and their parents to develop partnership in learning? Will our present policies and structures need developing? How are we going to support and develop TEEP? How do we build a culture which takes us from good to outstanding?

17. Our vision For you 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...

18. "It is a fantastic way to develop good teaching practice and to help the pupils to engage and take more ownership of their learning." Impact of TEEP in the classroom Learners fully engaged in immersive learning experiences

19. "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 centred, aimed at promoting independent learning and fostering effective partnerships, to impact on attainment" independent learning and fostering effective partnerships, to impact on attainment" Quite simply this is some of the most enjoyable, inspirational and insightful CPD I have participated in my 25 year teaching career. Brilliant!"

20. Evaluation Findings Increase in higher level thinking Lessons included a greater variety of activity Increased use of effective feedback Improved behaviour in lessons Increased engagement of pupils in their learning Increase in active learning by pupils Increased use of ICT More investigative work in science Improved attainment More effective questioning by teachers