TEEP and SEN

TEEP and SEN The Teacher Effectiveness Enhancement Programme (TEEP) draws on significant research that has identified what is required of teachers and of learners, in order for them to gain the best learning outcomes possible.

‘As a headteacher it was a fantastic opportunity to spend three days with all teachers in the school and to talk about teaching and learning. As a school we will fully adopt the TEEP model and have already set priorities in The School Improvement Plan in Appraisal targets.’
Executive Headteacher, Hill Top Special School

Mount Tamar School – Click here to find out more about how TEEP had a positive impact 

The TEEP model of effective teaching for effective learning is a framework with a strong pedagogical foundation, to support a consistent approach to teaching and learning. The model draws on significant research that has identified what is required of teachers and of learners in order for them to gain the best learning outcomes possible. The model is made up of three significant components:

  1. Effective teacher behaviours and effective learner behaviours
  2. The five underpinning elements of effective practice
  3. The TEEP learning cycle

teep-model-2016-hr

 

Feedback from special school teachers refers not just to the training being excellent and a chance to focus on the core of teaching and learning but also on the impact they have seen since the training started. In particular referring to a developing more independent learning in students and seeing them putting things in practice sooner and demonstrating their learning.

Students are more engaged and involved in lessons and everyone in the school is working well together
TEEP special school teacher

The TEEP programme, whilst being suitable to all stages and ages of young people, does have the ability to be tailored specifically for the needs of special schools. This is why we believe that TEEP is a holistic approach for any special school interested in enhancing their teaching and learning.

Key considerations are:

  • The increasingly complex and varying nature of student needs being admitted to special schools. This challenges the skills and experience of teaching staff and existing approaches to curriculum planning. TEEP is a framework with a strong pedagogical foundation, to support a consistent approach to teaching and learning whilst allowing for the delivery of personalised learning experiences to meet the unique needs of your students.
  • Effective intervention is at the heart of special school provision, your commitment to supporting students’ complex needs and ensuring their progress, and the preparation of these students for adulthood. TEEP focuses on three components which reflect the essence of excellence in special schools: effective teacher behaviours and effective learner behaviours; the five underpinning elements of effective practice; the TEEP learning cycle.
  • The TEEP model identifies four areas where teachers will benefit from being explicitly aware of how the decisions they make can impact their students’ learning: this reflects the essence of excellence in special schools.
  • Equal value is given to the significance of understanding of how to empower even the most vulnerable pupils in the learning process, taking account of their profiles and specialised needs.
  • TEEP sets out five underpinning elements to support teachers to present a relevant and accessible curriculum to their students, as part of the learning process. The elements act as the conduit between what the teacher and the learner has to do (to teach and learn the curriculum content, throughout the cycle), and how they go about it (the teaching and learning behaviours they will employ).

Special schools may choose to either have whole-school training, for all the teachers in their school at the same time, or for individual practitioners to attend open courses.

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