Teacher Effectiveness Enhancement Programme: Evaluation Report and Executive Summary
Author: Education Endowment Foundation (EEF) (United Kingdom)
Date: 2016-11-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Faculty Development,Teacher Improvement,Teaching Skills,Pedagogical Content Knowledge,Teacher Behavior,Classroom Techniques,Secondary Education,Randomized Controlled Trials,Secondary School Students,Secondary School Teachers,Low Achievement,At Risk Students,Comparative Analysis,Training,Grades (Scholastic),Academic Achievement,Program Effectiveness,Program Evaluation,Achievement Tests,Scores,Focus Groups,Surveys,Observation,Teacher Attitudes,Student Attitudes,Foreign Countries,English Instruction,Mathematics Instruction,Intervention,Statistical Analysis,Pretests Posttests,Semi Structured Interviews

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 &quot;business as usual.&quot; 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. Key conclusions include: (1) 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; (2) Both teachers and students were enthusiastic about the programme and believed that it improved students' learning; (3) 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; and (4) 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.