Education Endowment Foundation:Teacher Effectiveness Enhancement Programme

Teacher Effectiveness Enhancement Programme

Implementation costThe cost estimates in the Toolkits are based on the average cost of delivering the intervention.
Evidence strengthThis rating provides an overall estimate of the robustness of the evidence, to help support professional decision-making in schools.
Impact (months)The impact measure shows the number of additional months of progress made, on average, by children and young people who received the intervention, compared to similar children and young people who did not.
Project info

Independent Evaluator

The Institute for Effective Education logo
The Institute for Effective Education

A whole-school training programme to help teachers in challenging schools become more effective.

Schools: 52 Grant: £997,000
Key Stage: 3 Duration: 2 year(s) 10 month(s) Type of Trial: Effectiveness Trial
Completed January 2015

The Teacher Effectiveness Enhancement Programme (TEEP) is a CPD programme that aims to improve teachers’ classroom practice. TEEP training is offered as a whole-school approach by the Schools, Students and Teachers Network (SSAT). All staff in a school received three days of training over a period of two terms. A smaller cohort of teachers, chosen by the school leadership team, receive two further days of training the following term to help embed and develop the TEEP strategies across the school. The training focuses on developing pedagogical knowledge (for example, assessment for learning or collaborative learning), understanding different phases of learning (such as preparing for learning and demonstrating understanding), and effective teacher behaviours (including classroom management and interactive teaching). The programme provides a comprehensive language and framework for understanding how to improve the effectiveness of both teachers and learners in secondary schools.

TEEP was evaluated using a randomised controlled trial with over 10,000 students in 45 low-performing secondary schools across England. Schools were eligible for inclusion in the project if their performance was below government floor standards at the point of recruitment. Schools were randomly allocated to receive either the TEEP training or continue with business as usual’. The primary outcome measures were grades in GCSE English and mathematics sat by pupils in either 2014 or 2015, at least 18 months after the year-long TEEP programme began. The secondary outcome measures were scores on the CEM INSIGHT tests — which measure science, maths and reading attainment — and attitudes to school at Year 9, but this data was not collected as intended. The evaluators also attended the TEEP training, interviews with senior staff and teachers, and focus groups and surveys as part of the process evaluation. They also conducted lesson observations.

ImpactThe size of the difference between pupils in this trial and other pupils
SecurityHow confident are we in this result?
Treatment vs. control on English
Months' progress
(Effect size -0.04)
Treatment vs. control on Maths
Months' progress
(Effect size -0.02)
Treatment FSM vs. control FSM on English
Months' progress
(Effect size -0.03)
Treatment FSM vs. control FSM on Maths
Months' progress
(Effect size -0.01)