Teacher Effectiveness Enhancement Programme
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.
A whole-school training programme to help teachers in challenging schools become more effective.
The Institute for Effective Education
Staff deployment & development
The following conclusions summarise the project outcome
In the low-performing schools selected for this trial, there was no evidence of an impact on pupils’ GCSE English and maths attainment in schools selected to receive TEEP training compared to other schools.
Both teachers and students were enthusiastic about the programme and believed that it improved students’ learning.
The evaluation was initially designed to also assess implementation quality and the impact on Year 9 attainment and attitudes. However, the relevant measures for these key evaluation elements were not collected due to circumstances beyond the control of the project teams. This means the evaluation cannot assess whether TEEP made a difference to Year 9 pupils, as originally intended.
Any future studies could systematically investigate the implementation of TEEP using implementation measures that relate to specific components of the programme, as well as investigating changes in school culture and teacher behaviour.
What is the impact?
The evaluation of the TEEP programme showed no effect on GCSE English or maths scores in the low-performing schools that participated in the trial, nor did it have an impact for students eligible for free school meals, for either gender, or for students of different ability levels.
Due to circumstances beyond the control of the evaluator and developer, Year 9 attainment and attitudes data, and data on the quality of implementation, were not collected as planned. For these reasons it is impossible to determine the impact of the intervention on Year 9 attainment or attitudes compared with the control group, or to assess whether problems with implementation contributed to the lack of positive impact.
Interviews and focus groups indicated that most of the teachers in the TEEP schools found the training useful and were keen to implement TEEP methods and principles in their lessons. Survey data indicated that teachers and students believed that TEEP had made them more effective teachers and learners overall. Survey responses suggested that teachers and pupils felt TEEP had less of an impact on effective use of ICT than on other elements of teaching, learning and classroom activity.
Previous evaluations of TEEP suggested that the programme had an impact on the behaviour and perceptions of pupils and teachers, but this is the first randomised controlled trial examining the impact on attainment. Future studies could systematically investigate the implementation of TEEP using implementation measures that relate to specific components of the programme, as well as investigating changes in school culture and teacher behaviour.
|Group and Outcome||Number of schools||Effect size (95% confidence interval)||Estimated months’ progress||EEF security rating||EEF cost rating|
|Treatment vs. control on English||45||-0.04 (-0.17; 0.10)||-1 month|
|Treatment vs. control on Maths||45||-0.02 (-0.13; 0.10)||-1 month|
|Treatment FSM vs. control FSM on English||45||-0.03 (-0.16; 0.09)||-1 month|
|Treatment FSM vs. control FSM on Maths||45||-0.01 (-0.14; 0.12)||0 months|
|Since this report was published, the conversion from effect size into months of additional progress has been slightly revised. If these results were reported using the new conversion, all results would be reported as 0 months of additional progress.|
How secure is the finding?
The findings from this evaluation for the primary outcomes are judged to be of moderate security. It should be considered an effectiveness trial as it aimed to test a scalable intervention under realistic conditions in a large number of schools. The trial used a well-conducted experimental design and appropriate analysis. At the beginning of the trial the schools and pupils who received the intervention were similar to the schools and pupils in the comparison group. Two padlocks are removed from the rating because over 20% of pupils’ GCSE results were not included because their initial attainment data at age 11, which is needed for the analysis, was not available.
How much does it cost?
The cost of TEEP training is based on the number of teachers and students in the school. For a school with up to 50 staff members and 1,000 students SSAT would charge approximately £13,000. The cost, therefore, spread over three years is approximately £4,333.00 per school per year and the cost per student per year is £4.33.
The Teacher Effectiveness Enhancement Programme (TEEP) is a teacher CPD programme, which aims to promote pupil learning by changing teachers’ classroom practice. All teachers in a school receive training on topics including pedagogical approaches and effective teacher behaviours. The EEF funded this trial because TEEP is a well-established and popular intervention, which aims to get a range of evidence-based strategies into the classroom. It also aims to improve the quality of feedback given to pupils, which the Teaching and Learning Toolkit shows can be very effective in improving outcomes.
The evaluation found no evidence of an impact on pupils’ GCSE English and Maths results, even though the process evaluation suggests that schools were enthusiastic, training was well-received, and the quality of training and implementation was relatively high. The evaluation did not measure whether TEEP had an impact on younger students or the level of implementation across the school the following year.
TEEP is a whole school approach, and it is possible that it had an impact on the attainment of younger children in Years 7, 8 and 9, which was not tested as part of this evaluation. However, based on findings in this report, the EEF is unlikely to fund a further evaluation of the programme.