Welcome to the summer term TEEP newsletter · Welcome to the summer term TEEP newsletter This last...

TEEP NEWS issue 25 | Summer 2013 1

Welcome to the summer term TEEP newsletter

This last year has seen a significant change in the

educational landscape, SSAT (The Schools Network) Ltd

and TEEP.

The reach has been extended through the Education

Endowment Foundation TEEP project, the first TA course

has been designed, the video toolkit is now available to

Level 2 trained teachers to use in their school for on-going

professional development and we are now in the

second re write of the TEEP booklets to ensure the

research is as current as possible. The next phase of

development and focus is TEEP in subjects. Please

let us know if your school has extended this in an

innovative way or if you would be interested in part of

a research and development group for this.

I have been privileged to work with all involved, the

students, staff and leaders of schools & academies and

the TEEP trainers, TEEP Champion schools Head

Teachers and Senior Leaders who have not only released

their best staff to support schools they have also

committed to buddy up and share their vision for school

improvement based on TEEP methodology and teaching

and learning.

In this issue: Welcome to summer term TEEP newsletter………..1-2 What TEEP has done for your school - sound bites...2

TEEP Impacts: TEEP & EEF – celebrating the success so far…………………………3-6 Baverstock - The first TEEP Training School…………6-7

TEEP Inquires: TEEP Level 2 or Lead Practitioner? ...................8-9 2 TEEP or not 2 TEEP – that is the question….10-11

TEEP Inspires: PedEx – shared pedagogy as a whole school..….12-13 Big ideas for T&L….....13-14

TEEP Innovates: Effective Use of ICT……..14 Ten Reasons to Twitter in TEEP……………………...15

We know TEEP can and will

make a difference to all

schools. We know once you

have been TEEPed it is

infectious. It works because

the training is crafted to

jigsaw the complex aspects

of pedagogy, built on

evidence based research

and makes it accessible to

teachers. Focusing on what

students learn rather than

what you are going to teach.

Accepting the rigor and

complexity behind teaching,

and a passionate belief that

teaching is not easy or

linear, TEEP provides the

framework and support

mechanism. To use a

gardening analogy; the

design is shaped with us,

we provide the tools and the

fertiliser but the schools

nurture, water and grow it in

the way that suits their local

climate and with the ground

soil they have. TEEP is just

one aspect of making such

change; leadership and

commitment are the major

contributing factors.

In some ways it seems like

only yesterday since we

started the EEF TEEP

project and in many ways an

eternity when we look back

and share the inspirational

stories over the last year.

The momentous journey

some schools have been on

is clearly evidenced by all

three pilot EEF schools that

have moved up an Ofsted


category in one year.

2012 saw the first TEEP training school in

Baverstock School, we now have two more

schools that will be very close to achieving

such status and we are looking for more

around the country. If your school has

embedded TEEP and you are good or

outstanding in teaching and learning and you

are interested in developing TEEP training

team please let us know. Others can learn

from you and I would like one TEEP training

school in each region over the next two years.

Listed in an article in the Guardian as first of

the top three professional development

opportunities teachers and schools should be

involved in we know with TEEP we are all part

of something special. I feel very proud to be

involved in such a transformational programme

and humbled by the absolute dedication of all

the staff in schools who absolutely want to

make a difference.

Anne-Marie Duguid, SSAT Head of

Subjects and Pedagogy

What TEEP has done for your

school – sound bites from

some of those who have

completed courses this year…

Helen Anton - All Saints Academy

“TEEP reaffirmed the good teaching that was already going on and gave us a clear focus for development.”

Esther Collett - Alumwell Business and Enterprise College

“Staff felt energised by TEEP and are working really well to embed it in their practice.”

Tom Hyndley - Churchfields Primary School

“TEEP training was challenging as it takes people to the edge of their comfort zone, but was really well received by staff.”

Lynne Athey - Freebrough Academy

“The training was truly inspiring. All staff are keen to buy into TEEP and want to get going following the training.”

Catherine Chapman- Gateacre School

“We are really delighted with the training. All the staff seemed to have really embraced what TEEP is about.”

Andy Gibson - Melksham Oak Community School

“TEEP has been wholly embraced by the vast majority of staff and is now a common teaching and learning tool.”

Martyn Reah - Ryde Academy

“Brilliant CPD. No other teaching and learning programme like it – must be a real pleasure to deliver TEEP training.”

Amanda McHugh - South Newcastle

“The TEEP training team were phenomenal and TEEP went down a storm.”


TEEP & EEF - celebrating the

success so far

EEF Project background

The SSAT was awarded a grant by the

Education Endowment Foundation (EEF) for a

programme to support over 50 schools across

the country to receive whole school TEEP

training between April 2012 and March 2016.

The project is phased over four years, with a

new cohort of schools undertaking their

training each year. All schools have been

identified in the early stages of the programme

to ensure they can be fully included in the

University of York’s external evaluation. As

part of the programme, schools will access the

full TEEP training, engage in formative

research with CUREE and potentially develop

some staff as TEEP trainers through Level 3

training. Schools were selected in relation to

their results being near

to government floor

targets and their

eligibility to meet the

training and evaluation

pre-requisites. A

rigorous selection

process was adhered to, to ensure all

schools/academies were fully committed to

both the training programme and the on-going

development of their staff and students so that

a clear vision for embedding TEEP could be

sustained. Being part of this project means

that the selected schools and academies

receive the training at a significantly reduced

cost, therefore, reaching those

schools/academies that might not previously

have had the opportunity to access this

training. The project aims to provide additional

support and training for teachers working in

schools with the most vulnerable students,

providing an increasingly positive and

proactive learning experience for these

students with the utmost impact. Feedback

from the training has already been used to

develop TEEP, including the programme

outline and its resources.

Pilot training phase

As part of the pilot study, two secondary and

one primary school completed their whole

school training. SSAT has been gathering data

on the Ofsted judgement of all schools

involved in the EEF project so that their

progress can be tracked throughout the

programme. Foleshill Church of England

Primary who were put into special measures in

September 2011, were

positively rated as Good in

their latest Ofsted in January

2013. Mitch Moore,

Headteacher at Foleshill

Church of England Primary

stated “This is a fantastic

achievement and every member of the school

community, children, parents, governors and

staff, should be proud of the part that they

have played in bringing about the

improvements in such a short space of time.

We are not complacent and now aspire to be

an outstanding school by the time of the next

inspection.”

Excelsior Academy have also received a

positive result as the academy was judged

Satisfactory in January 2011 and have now

been judged as Good in January 2013. Tracey

Kelly, Subject Development Leader and TEEP

Co-ordinator at Excelsior Academy reported

“TEEP is having a very positive impact on the

staff and pupils at Excelsior Academy. Staff at

all levels embraced the pedagogy behind

TEEP and many enjoyed the level 1 training so

much that they were keen to complete the


level two training. In November 2012, 16 staff

completed the level two training and as a

result we now have coaches in each area of

school working with staff to thoroughly embed

TEEP. Staff training and CPD is TEEP

focused and during Ofsted in January 2013

this year we were graded ‘good’, previously

satisfactory, for teaching and learning. Our

long term aim now is to ensure that TEEP

continues to develop and thrive in the

Academy with all new staff receiving their level

1 training and for some staff to move on to

level 3.”

Feedback from all schools involved in the

programme to date has been immense and

SSAT were keen to celebrate some of these

success stories and share their inspiring

journeys. In December 2012, both the Isle of

Sheppey Academy and Foleshill Church of

England Primary were showcased at the

SSAT’s National Conference; Innovating

schools: Creating the learning environment

and transforming school cultures. Their

session focused on Taking risks and

transforming cultures in challenging

circumstances. These are schools that

historically have faced considerable

challenges so they were delighted to share

how TEEP has started to transform their

teaching and learning and how with a rigorous

implementation plan, has helped support their

staff resulting in unprecedented enthusiasm

and levels of engagement. Both the Isle of

Sheppey Academy and Foleshill Church of

England Primary School have been

overwhelmed by the positive response of staff

and students and are already seeing

significant signs of change in their classrooms.

The Isle of Sheppey Academy also hosted an

inspirational school visit in which members of

the TEEP team and a representative from the

EEF had the opportunity to see TEEP in action

in the classroom. Various lessons were

observed and conversations had with both

students and staff where is was clear the

teaching and learning behaviours had

advanced, putting the student at the forefront

of the lesson and back in the driving seat of

their learning. Having completed their whole

school training, the Isle of Sheppey Academy

has a clear vision for their future and how staff

will be supported in using TEEP to achieve

these goals. The academy now has a teacher

trained to level 3, working hard to embed

TEEP within the academy and support other

staff in their growth.

Phase 1 training

To date, eight secondary schools/academies

and 1 primary school have completed both

their level 1 and 2 whole school training as

part of Phase 1 of the evaluation group. This

includes 685 teachers trained at level 1 and

125 at level 2. The SSAT are already seeing

dramatic signs of improvement being

accredited to TEEP and feedback from all

schools/academies in the first phase has been

excellent with comments related to the

increased engagement of pupils and re-

enthused members of staff:

“Without question the

fifteen hours of Level 1

training had more impact

on lessons than anything

we had done previously. Within days faculties

had agreed to adopt the TEEP cycle for short

term planning and delivery. A TEEP cycle

PowerPoint was designed, shared and used in

most lessons so a common language started

to develop. TEEP displays appeared in

classrooms and all students were introduced

to TEEP language in assemblies. For us this

was the beginning of a shared language of

learning. During the autumn round of

observations, there was a significant increase

in the number of lessons judged to be good

and outstanding which Directors of Learning

attributed to the impact of TEEP. In particular,

greater use of practical TEEP strategies

engaged students in more active learning

which was something we had identified

previously as an area of focus.” Extract from

article by Lynne Athey, Deputy Principle,

Freebrough Academy

TEEP NEWS issue 25 | Summer 2013

5

“It is still early days but

there is already good

evidence that TEEP is

starting to impact in a

number of ways. A

recent survey of staff produced feedback to

indicate that teachers felt that there had been

an improvement in student engagement in

lessons recently and some colleagues

attributed this to the fact that they had

changed their teaching strategies in the light of

TEEP. One colleague who has been teaching

three years and participated in the TEEP 2

training commented that he felt that his

teaching had recently become more effective

because he had reduced teacher talk and

student engagement had improved due to his

applying some of the strategies he had learnt

in the TEEP training.” Extract from article by

Mark Cooney, Vice-Principal, Red House

Academy.

“There is a real ‘buzz’

amongst the majority

of staff which has

encouraged others to

engage; it is not just another ‘thing’ but is a

style of learning which really does have an

impact on whole school teaching. We are only

at the start of our journey but it is a real

pathway to success which will impact on all

aspects of our Academy.” Feedback from

Tom Waterworth, Headteacher at All Saints

Academy, Dunstable

SLT Support

As part of the programme, the SSAT ran an

SLT support day in three regions for all the

Phase 1 evaluation group schools, attended by

18 staff in total. The aim of the SLT day was:

Allow SLT to share ideas between

schools at the same stage in their

journey

Allow the SLT to receive guidance and

advice from schools who has been

embedded TEEP for a number of

years

Provide time to review how school is

planning to embed TEEP and ensure it

is sustainable-links to school

development plan

Consider ideas from a variety of other

schools on tools and methods to

ensure TEEP is successfully

embedded

Every school was represented and it was a

great opportunity for schools to share their

vision for the future, network and learn from

each other.

Project evaluation

The SSAT provides a rigorous evaluation of

each school’s TEEP training throughout the

course of the programme. This includes

completion of evaluation forms after level 1

and 2 from delegates which are summarised

and fed back to the TEEP team and actioned

where necessary. After day 2, a telephone

interview takes place between our TEEP

Trainer Co-ordinator and the school lead

focusing on how the training went, what

additional support the school may need, any

changes they have already started to notice

and any concerns they may have which we

can assist with. Following day 3, schools are


6

supported in choosing the appropriate staff to

go on to level 2 and offered advice on how to

continue to embed TEEP within the school.

After day 5, schools were asked to write an

article on their journey to date, including

advice for new schools starting the

programme, why they chose TEEP and how

they have started to embed TEEP within their

school/academy. These have now been used

in the first EEF TEEP newsletter available on

the website. All these sources of feedback

provide a wealth of information to prepare

future schools with their training, helping

schools learn from each other and the SSAT

improve the service we provide.

In addition to this, the University of York is

conducting an independent evaluation of the

four year programme. They are using CEMs

MidYis testing on all Year 7 pupils so that they

have the baseline data and will then be testing

all pupils again in Year 9, whilst also looking at

GCSE results of the schools involved. As part

of the evaluation process, the University of

York has made several school visits, attended

training days and will be conducting lesson

observations, focus groups and interviews to

gather their data.

SSAT believes that both the quantitative and

qualitative evaluation data collected will

encourage TEEP’s growth from strength to

strength and will inform improvements to the

programme itself as well as the support we

can provide schools with the overall aim to

improve teaching and learning across the

board. To read the full EEF newsletter visit the

website here.

.

Baverstock - the first TEEP

Training School

by Louisa

Gooch,

Baverstock

School and

TEEP trainer

We were

designated the

first TEEP

Training School

in September

2012 in

recognition of

our commitment

to high quality

Teaching and

Learning and

TEEP based

CPD.

Baverstock

School.

We are an 11-19 secondary school, situated in

South Birmingham. We are an outer city

school with many inner city challenges. Our

average Free School Meals is 56% and our

students enter secondary school significantly

below national expectations, based on their

average Key Stage 2 scores. We are in the

highest quartile for deprivation.

We are ambitious and aspirational for our

students and have high expectations

specifically that our teaching challenges and

motivates students to achieve beyond their

expectations.

Why TEEP?

When our TEEP journey began in 2006 and

staff returned in their pairs, the impact of TEEP

was clear: animated conversations about

learning, within and between departments.

http://www.ssatuk.co.uk/wp-content/uploads/2012/09/Real-Transformation_Celebrating-success-through-TEEP.pdf


7

We used this momentum and enthusiasm to

action whole school TEEP training in 2009 to

enhance the quality of our teaching and

learning.

One of the core things that most attracted us

to TEEP was the acknowledgement that

teachers have strengths in the whole or

aspects of the framework. Our CPD is

predicated on empowering teachers to

understand their strengths and share them,

and identify their development points to learn

from colleagues. Essentially we use the TEEP

philosophy as our guide- by teachers for

teachers.

Our learning community

In the last academic year 49 staff, so nearly

50% contributed to the coaching of their

colleagues. This was via a range of sessions

from 'tutorials' through to full INSET packages,

it included all levels of experience from ITT

students through to our most experienced

staff.

“As TEEP has developed across the whole

school I have seen the tremendous impact it

has had…” Hayley Carter- Assistant Head

teacher, TEEP trainer (level 3)

“Collaborating our own ideas and practise

allowed us to reflect and review...” Kate Lune

- English teacher, TEEP 1

“I have gathered a wealth of ideas from the

school based training…” Denise Baytok -

Leader of Maths Teaching and Learning,

TEEP 2 Coach

As the first TEEP Training School we take

pride in the learning community we continue to

develop. We share good practice within our

building as standard. We see our role to be

opening our doors to share this practice

beyond Baverstock and to continue to reflect

on our own practise for continued

enhancement.

Voluntary participation

One of our strengths is knowing and listening

to our staff. In response to feedback and the

desire for continued improvement in our

practise we designed two 'out of hours'

development programmes. One is an 'NQT+'

course for 2011-2012, 17 staff voluntarily

enrolled on this programme. The other is an

'Improving Teacher Programme' for 2012-2013

onto which a further 21 voluntarily enrolled.

What it means to us

A sense of pride in what we do and

what we have achieved

A motivation to keep driving forwards

It's reinforced that our personalised

approach has been the right route for

us

The high value of collaboration within

and beyond our own school.

A continued emphasis on sharing from

our own practice and a commitment to

keep a learning culture.

“The achievement and success of each and

every student is the most important goal at

Baverstock School. This comes from

embedding high quality Teaching and

Learning. Our staff learn from each other,

resulting in students achieving outstanding

results and Baverstock becoming one of the

most improved schools in the country”.

Thomas Marshall, Head teacher

Next steps include harnessing the power of

twitter to learn and communicate to wider

networks, within and beyond our own country

and to develop our own web page to better

reflect our work with TEEP.

Michael Fullen: Education

reform aficionado

@MichaelFullan1


8

TEEP 2 OR Lead Practitioner?

- Do you have to choose?

by Gillian Lamb, Northfield School, TEEP

trainer

Northfield schools’ focus for

2012-2013 is in common with

many other schools to

achieve the Gold standard of

Outstanding for Teaching and

Learning. The questions that

must be answered are:

Why?

Why is it so important to us as a school to be

judged outstanding for teaching and learning?

Yes it brings rewards; we can apply to be a

teaching school. The judgement outstanding

opens many avenues for the school to be a

leader in teaching and learning, but more

importantly what the students and staff gain.

We want to be a school that gives its best to

our students, provides them with the best

opportunities. It is also nice to see that

judgement next to the school’s recognition of

the hard work and dedication of the staff.

How?

Our school is a learning community, not just

for the students but all staff. As a school we

want to provide opportunities for everyone to

continue their learning. TEEP is a professional

commitment to improvement – sharing good

practice amongst colleagues, developing

professional dialogue about teaching and

learning. We want to give all staff the

opportunity to achieve outstanding expertise in

their field and then to develop and share this

with others; TEEP is our vehicle for doing this.

The school is committed to whole school

TEEP training, all new staff complete TEEP

Level 1 in their first year. Then as part of the

learning community they embed and practise

their skills as a teacher. A crucial part of this is

observation and feedback. The observation

and feedback on teaching must be seen as

part of the improvement process, staff working

together.

Michael Fullan

states that a major,

if not the major,

contribution to

school

improvement is to

de-privatise the

classroom. SSAT

talk about `A

Perfect Synergy’.

These being:

Personal,

Professional

knowledge and Process and impact on others.

Compare it to a team game, teaching can be

like a game that no one observes or receives

feedback on – so what was good, and what

can we improve?

Every successful team has a coach/manager:

1966 – Sir Alf Ramsey

2003 – Sir Clive Woodward.

Now successful teams have many coaches

who each specialise, have areas of expertise

Who will be Northfield’s world cup coaches?

https://twitter.com/intent/user?screen_name=MichaelFullan1

https://twitter.com/intent/user?screen_name=MichaelFullan1


How does a coach work?

First they have to study the practice (TEEP

Level 1) then they have to practice and

develop a deeper understanding of the

practice (TEEP Level 2 portfolio), then and this

is what makes the improvement, they must

have the skills and tools to analyse

performance and work with people to point the

way to further improvement. Successful

coaches carry out research, they analyse their

own and others performance demonstrating

outstanding expertise in their field.

TEEP Level 1 builds the foundations

of outstanding teaching. Developing a

portfolio encourages reflective practice

and opportunities to share with others.

TEEP Level 2 encourages and

contains those foundations and

reflection whilst also introducing

people to coaching.

Lead Practitioner accreditation has

synergy with the journey through

TEEP and encourages staff to add to

TEEP, engaging in their own research.

Would staff be interested?

Teachers were given the opportunity via P.D.

Days and a residential to complete TEEP

Level 2 and Lead Practitioner accreditation.

Fifteen members of staff have started down

this route and will complete TEEP Level 2 and

Lead Practitioner accreditation by July 2013.

The staff are not only gaining the skills to

support the practice of other staff in the school.

The organisation must ensure that the

coaches has the most modern technology

available to them

The school has a portable video based system

that records, edits and stores class lessons.

Filming learning can be used to analyse

performance of individual teachers by

themselves and coaches. It can also be used

to store clips of outstanding practice and

develop a range of resources to be used in

future CPD. It can also be used as a tool to

provide evidence for research, how many open

ended questions are asked in a lesson for

example.

The Lead Practitioner/TEEP level 2 will be the group that spreads the message of outstanding practice. They will be sharing the ideas, observing and feeding back to develop that outstanding practice in all avenues. Already the ideas for action research are developing. `Homework or extra-curricular learning’ `How do LSA’s impact on Learning’ `Boys Achievement’ ‘Questioning at Northfield” Teachers leading teacher in professional development – Good is not good enough – I want to be outstanding.

For more information about Lead Practitioner

Accreditation and how this could benefit your

school contact: [email protected]

or 020 7802 9003.

mailto:[email protected]


2 TEEP or not 2 TEEP – that is

the question

by Ann-Marie Connor, SSAT TEEP

Coordinator, TEEP trainer and Deputy Head

at All Hallows Catholic School

Level 2 trained staff at St Augustine’s Catholic College

The TEEP journey, for most, begins with whole

school training or attendance at a level 1

course. Invariably people come away from

this with a real desire to explore the research

and strategies further and work within a

framework that will help develop their

effectiveness as teachers and provide exciting,

challenging learning opportunities for young

people. One of the frequently asked questions

towards the end of the whole school and level

1 training is ‘How are we going to keep TEEP

alive and ensure it continues to grow and

make a difference in our school?’

The key, of course, is to ensure that

colleagues who go on to do level 2 TEEP

training are carefully selected, for the right

reasons. These are the people who will take

TEEP forward, embed it and contribute,

through coaching and mentoring, to

continuously strive to improve the quality of

teaching and learning. Level 2 will help them

to develop the skills required when consulting,

collaborating and coaching – strategies to

work with colleagues to support their practice.

The teachers who embark on level 2 should be

already striving for excellence in their practice

and have the ability to coach and mentor

others in the pursuit of excellence. They are

sometimes referred to as the ‘movers’ and

‘shakers’ within the school.

Who they are varies from school to school and

may include Advanced Skills Teachers,

Subject Leaders, Teaching and Learning Co-

ordinators, coaches and mentors. Sometimes

the trainers delivering whole school training

are approached to see who in the group stood

out as having a suitable profile for level 2.

Some schools extend an open invitation to

those who are keen to progress to the next

level.

To take part in level 2 you must

want to lead practice with others

be a reflective practitioner

have a positive impact on others in

terms of shaping and developing their

practice

be passionate about impacting

positively on the outcomes for young

people in your school

Having decided that you want to do level 2,

what can you expect? The first thing you need

to do is begin to assemble your TEEP

portfolio. This is a collection of artefacts that

reflect the teaching and learning journey of a

teacher who has taken part in TEEP training.


The purpose of the portfolio is to

demonstrate and explain the

significant events that show

development in your teaching since

your initial TEEP training

build a dynamic and current resource

that can be used to support

colleagues’ understanding of effective

practice using the TEEP model

highlight and show the impact of using

reflective practice to improve your

teaching

Entries can include a variety of artefacts

including lesson plans, samples of student

work, photos, video clips, student reflections,

teacher reflections, copies of resources you

have developed and colleagues’ observations

and comments.

Include artefacts that best reflect a ‘shift’ in

your thinking or an example of what worked

well for you after you had tried something

different. It is important to annotate and

explain the significance of the entry to your

TEEP journey. Explain what, how and why

you did what you did, what happened and why

it was important for you.

Proudly armed with your portfolio, you will then

take part in a two or three day training

programme to develop a deep understanding

of effective coaching and mentoring. You will

have the opportunity to develop and practice

strategies which will support you in working

with colleagues to develop effective practice.

In addition you will share with others your

TEEP journey to date and some of your

portfolio entries. The two days training

culminates in what one group member called

‘the challenge to end all challenges’, when you

get the opportunity to begin work on a

resource that will be available to all staff in the

school to help keep TEEP alive and embed

practice.

Some really excellent materials have been

produced including creative use of the school’s

VLE, setting up teaching and learning blogs,

creating shared areas to store TEEP materials,

producing handbooks and guides to name but

a few.

Comments from some teachers who attended

a recent level 2 training, include:

‘I now feel more confident about the

tools that I have to coach / mentor

other staff’

‘Exploring coaching and mentoring has

been really informative and has

changed the way I will carry out

observations and give feedback in

future’

‘I was very excited and proud to share

my classroom experience of TEEP’

Finally in the words of the great bard himself,

we are the people who can make a difference

in our schools:

‘It is not in the stars to hold our destiny but in

ourselves’’ William Shakespeare


PedEx – shared pedagogy as a

whole school

by TEEP champion school, All Hallows

Catholic School

At All Hallows Catholic College TEEP is very

much alive and kicking and prominent in all

that we do. We have developed strategies to

keep TEEP invigorated over the years since

we had whole school training. A key strategy

to foster and nurture the sharing of pedagogy

has informed many of the structures we have,

such as, the TEEP Peep, the TEEP Tip, Open

Teach Week and our All Hallows Learning

Community INSET Day. Our latest

development is the termly All Hallows

magazine devoted to teaching & learning – the

PedEx: pedagogy exchange – steeped in

practice. Staff have volunteered to share

ideas/approaches loosely based on elements

of TEEP and these have been put into a

contemporary-style electronic magazine

downloadable as a pdf file. This has led to

further encouragement for colleagues to

discuss pedagogy further and enhance their

practice. The quality and breadth of

contributions has been really outstanding as

shown in the examples below. The magazine

serves to promote and celebrate pedagogy.

The magazine has even had some readership

in Poland. It is available from the All Hallows

Catholic College website. Here is an example

article:

Assessment for Learning - Pose, Pause,

Pounce Bounce (PPPB)

PPPB is a simple, yet sophisticated, AfL

questioning technique to help teachers move

from good-to-outstanding. It also helps

address differentiation in the classroom and

encourages teachers to slow down, take risks

and tease out understanding.

1. POSE

Give the context of your PPPB

approach to the class. It is important

they know what is happening before it

becomes common-place…

Insist on hands down before the

question is delivered.

Provide a question or a series of

questions, ensuring that you ask the

students to remain reflective.

Pose the question to the class; not an

individual.

Then Pause…

2. PAUSE

This is the difficult part. To stop

talking…

Ask the class to hold the thought...

think... and think again...

If students are captivated and

engaged, try holding the silence for a

little while longer (take a calculate risk)

and...

Still push the boundaries. Keep the

reflection for as long as

possible….before you.

3. POUNCE

Insist that the answer to the question

comes from student A and possibly

student B, directly and as fast as

possible!

Of course plan in your mind who you

are going to ask, before speaking to

the class.

Name student A to respond and don't

move from the student…

Possibly don't speak and nip any

comments, grunts or noises in the

bud! It’s magic when you can hear,

see and feel a captivated learning

audience. We've all seen it.

http://issuu.com/all_hallowscc/docs/ahccpedexissue1?mode=window

http://www.ssatuk.co.uk/ssat/programmes-support/teaching-and-learning/teep-champion-school-days/teepchampion-6/


Wait for an answer... pause... decipher

the support needed, especially if no

response is evidently on its way.

If student A does manage to answer,

the fun part starts here...

4. BOUNCE

Ask another student B their opinion of

student A's answer (immediately) after

the Pounce response.

This can be developed by asking

student B and C their opinions to

student A's response, irrespective if

the answer is correct or not.

This ensures the teacher is engaging

a significant number of students with

the question at hand, whilst using this

strategy. It also ensures the entire

class can be called upon at any given

time by just returning to Pose or

Pounce.

From my experience as a practitioner I

found that one way to ensure the

strategy works is to make sure that

ALL the students are aware that

anyone could be the next A or B,

moreover the pace should be

challenging and if some movement is

involved IT WORKS BETTER!

Tools: A soft ball passed to the students to be

questioned . Lollipops sticks with name of

students.

I hope you find this strategy useful and I truly

recommend you to try it! Pablo Calvo-Garcia

Big ideas for T&L - Eric Mazur

and John Hattie

Eric Mazur is a

prominent physicist

and educator

currently holding the

position of Area Dean

of Applied Physics

and Balkanski

Professor of Physics

and Applied Physics at Harvard University. His

key educational work is Peer Instruction a

method for teaching large lecture classes

interactively.

‘Flipped Learning’ – flipping the practice in the

classroom so the students prepare for classes

by watching videos, listening to podcasts and

reading books and online material. They are

asked to reflect on what they have learned and

to come up with questions and problem areas.

Then in class student’s work collaboratively to

answer questions and solve problems, with the

teacher engaging with groups of learners as

needed.

One simple method for doing this is explained

as asking students to argue their answers to a

higher order question at the beginning of the

lesson based on information studied prior.

Doing this with peers provides key peer to

peer learning; the more knowledgeable partner

has just learnt the information so is in better

position than teacher to understand where the

unsure student is coming from as they have

JUST been there!

Links to TEEP model:

Interactive teaching in ‘Effective Teacher Behaviours’ similar to flipped classroom model of learner practice and assimilation in classroom.

Promoting collaborative learning in ‘Effective Learner Behaviours’ similar to peer to peer learning at heart of flipped classroom.

“Teach by questioning not telling.” Socrates


John Hattie is an

internationally

acclaimed education

researcher. He is

recognised as a

master at figuring out

what helps students

to learn. He has won

awards for services to

education. The author

of 14 books and the

director of the research institute at the

Melbourne Graduate School of Education.

‘Visible Learning’ – largest ever collection of

evidence-based research into what makes a

difference to learning in schools. 800 meta-

analysis’ (50,000 studies), 200 million school

pupils in English speaking world. Study

identified 136 classroom interventions and

listed them in a scale of order of effectiveness

on improving achievement.

Surprising low effectiveness results include

retention, in other words, spending more time

with child does not improve achievement much

at all. The key analysis from this is ‘not more

but different’. Other low results include;

teacher subject knowledge; teacher education;

and class size.

For high effectiveness in improving

achievement Hattie emphasizes teacher

influence and effectiveness. He illustrates with

outward-bound programmes and their base in

instructor led, challenging goals and peer

tutoring with completion of task involving high

emotion and feeling of achievement and the

resultant enthusiasm to repeat.

Links to TEEP model:

Focus on teacher influence and effectiveness.

Top classrooms interventions found in TEEP e.g. collaborating, students monitoring own progress and formative evaluation / AfL

“For most [students], the last thing they need is

more. They need different.”

Effective Use of ICT

Recognising that the world of learning

technologies is changing daily and the ability

to effectively use technology to enhance the

teaching and learning for young people also

needs to evolve, SSAT builds on the concepts

raised through our work with international

experts such as Daniel Pink and Alan

November, TEEP trainers and learning techs

enthusiasts and have produced a booklet

available on the TEEP website. It brings

together ideas as an update to the TEEP

‘Effective use of ICT’ booklet, into an online

version which will be periodically updated and

replaced on the TEEP website.

The challenge is how to ensure the

effectiveness of all forms of technology,

including handheld devices and the wealth of

online resources, to enhance learning for all

students and that all practitioners are

supported to be able to achieve this. It is

recognised that handheld devices can help to

nurture independence in learning and allow the

learner to take greater responsibility for their

own development and self-regulation of

learning; the pedagogy to enable this is

explored through this document.

We would welcome feedback and new ideas to

add to it so please do contact us as

[email protected]

http://www.teep.org.uk/a_resourcedownload.asp?resource_id=657



15

Ten Reasons to Twitter in

TEEP

Thanks to John Shropshire and Eric

Wareham, TEEP trainers

Why should we, as teachers, get

involved with Twitter? Here are ten

reasons:

1. Together we’re better

Twitter can be like a virtual staffroom where

teachers can access in seconds a stream of

links, ideas, opinions, and resources from a

hand-picked selection of local, national and

global professionals.

2. Self-awareness and reflective practice

Excellent teachers reflect on what they do in

their schools and look at what is going well in

order to maintain and develop it, and what

needs improvement in order to make it better.

Teachers on Twitter share these reflections

and both support/challenge each other using

forums called #hashtags, e.g. #ukedchat has

open sessions every Thursday from 8pm-9pm

with topics voted by users.

3. Professional development and critical

friends

One of the best things about PD days is the

break-out time between sessions, when

teachers can get together to talk about what

they are working on or struggling with. Twitter

enables users to have that kind of powerful

networking capacity with them all the time. It’s

just a matter of finding the right people to

follow.

4. Quality-assured searching

Trust the people you follow. Hone and develop

the list of people whose insights you value.

Once your Twitter network grows past a critical

mass, you can ask them detailed questions

and get higher-quality information back than a

Google search would generally provide.

5. Ideas workshop and sounding board

Twitter is a great medium for sharing ideas

and getting instant feedback. You can gather a

range of opinions and constructive criticism

within minutes, which can help enormously,

whether you are planning a learning

experience, writing a policy, or putting a job

application together.

6. Keeps TEEP trainers in touch

Follow @TeepSSAT #ssat_teep, and extend

your network to include other TEEP trainers.

7. Newsroom and innovation showcase

Twitter helps you stay up-to-date on news and

current affairs, as well as on the latest

developments in areas of interest like school

leadership and technology.

8. Communicate, communicate,

communicate

Expressing yourself in 140 characters is a

great discipline. You can become better at

saying what needs to be said in your

professional communications with less waffle

and padding (even without txtspk).

9. Keeping in touch with your TEEP trained

staff

Keep your ideas exchange and communication

going after you have left the school that you

have delivered training at. At its best TEEP

trainingis a 2 way process.

10. Global or local: you choose

With Twitter, teachers can actively compare

what’s happening in their areas with others.

GPS-enabled devices and advanced web

search facility allow searches that tell you what

people are tweeting within a certain distance of

a location.

Adapted from an article by CreativeEducation

SSAT would like to thank all contributors

and look forward to supporting your

TEEP journey. [email protected]


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