1. What is Team-Teach?
2. What is the background and development of Team-Teach?
3. What are the learning objectives? 
4. How will course participant performance be affected and measured?
5. What do you expect trainees to learn during the training? 
6. What are the learning activities – the approach and methods?
7. Why did you choose these activities?
8. Why is this an example of exceptionally effective learning?
9. What success can be expected? 
10. How can we be re-assured that Team-Teach will reduce the risks related to behaviours presented in our particular service setting? 

11. How are the physical techniques developed, approved and decided upon?
12. Will the Team-Teach physical techniques provide risk reduction for the most difficult and dangerous of presenting behaviours?
13. How do settings access the advanced Team-teach Modules?
14. Who supports & accredits Team-Teach?
15. How widely and in what service settings is the training framework being used? 
16. Who could l contact to get an independent view on the value and impact of Team-teach in their service settings?
17. Is there access to a network of other practitioners currently using this model (support networks) If so, how this work?
18. What are the financial costs involved of training our own employees to be tutors?
19. Are “In House” tutors allowed to lead training outside of their own service or employers settings?
20. Can a “In House” tutor assist another tutor in a different employers service setting? 

21. How often do intermediate and advance tutors need to recertify? 
22. How often should a course member who has passed a 6 hour course be recertified? 
23. How often should a course member who has passed a 12 hour course be recertified?
24. What happens if my training certificate is out of date and l continue using the techniques?
25. Are there any expectations that would be made of any employer / service setting wishing to undertake training in this model e.g. previous training, protocols, commitment of leadership and management? 
26. I have completed a Team-teach 12 hour basic course and wish to become a tutor. How do l go about this?
27. I am a trainer with another system, can l bypass the 12 hour course requirement?
28. What are the benefits of Team-Teach training?
29. How do l go about becoming a Team-Teach tutor? 

1. What is Team-Teach?  

Training in positive handling strategies through a whole setting holistic approach, working with leadership and management, actively committed to reducing restraint and risk.

Over 2000 employers tutors deliver training to employees for whom their employer has a direct health and safety responsibility. They are able to deliver 6 and 12 hour courses, accounting between them for approximately 500,000 people in the U.K receiving training since 1997. 

In the Asia Pacific region there are in excess of 150 tutors in a range of settings including mainstream and special education and health and corrective services settings, who have delivered training for over 10000 staff members.


2. What is the background and development of Team-Teach?

In the UK, following “The Children Act” (1989) growing staff anxiety caused by allegations against and suspensions of staff, plus an increase in more challenging behaviour threatened the security and effectiveness of service settings managing children and young people displaying challenging behaviours. 

As a Deputy Headteacher (1992 -1996) in a special school, it was the responsibility of George Matthews ( Director Team-Teach 1997- 2004) to establish a consistent behaviour handling policy and procedures by which staff actions could be judged. This local situation was also being experienced through out the U.K by services educating and caring for individuals who displayed challenging behaviours . 

Before the training staff admitted that they: 

• did not know how they would like to respond to challenging behaviour;
• wished they could respond to challenging behaviour more calmly;
• felt, after being faced with extremely challenging behaviour, that if they had behaved differently the outcome might have been better;
• physically intervened on a daily or weekly basis despite not being trained in the use of positive handling strategies. 

Before 2000, there was no U.K accredited training framework designed specifically for staff groups responding to young people’s challenging behaviours. Staff required an accredited training framework that took into account U.K Child Protection issues and provided a whole setting holistic response to behaviour supports and interventions. 

Following research (Churchill Fellowship 1996) into best practice across the U.K and U.S.A. by George Matthews, advice and support from Aidan Healey OBE (Hon President of NCRGSA and the staff and children of Warnham Court Special School led to establishment of a training system which involved teams of people working together to safeguard their service and to teach individuals more socially acceptable ways of expressing their behaviours. 

In 2004, Nick Burnett (Director of Team-Teach Australia) established Team-Teach in Australia and there are currently over 10000 people trained with a number of tutors in a range of settings. It is anticipated that licensing arrangements for each State and New Zealand will be developed in the coming years. 



3. What are the learning objectives?

Following training improved performance would be demonstrated by course participants in:
• recognising the importance of and using de-escalation techniques and working as a team when managing challenging behaviours. 
• applying an understanding of the legal implications of positively handling 
• using a gradual and graded response to managing challenging behaviours and the use of positive handling as a last resort option.by applying an increased awareness of the need for documentation for the recording and reporting of incidents.
• using active listening skills and participating in a process of debriefing, repair and reflection. 



4. How will course participant performance be affected and measured?

Course participants receive a set workbook and text book. They are required to achieve a 70% pass mark on the theory test and to demonstrate competence with regard to the physical skills. The criteria for competence being able to perform the skill without being prompted by the tutor. Team work is assessed through the application of communication “help scripts” provided and physical activities through out the course.

Individually numbered certificates are issued to those successfully completing the course. All elements of trainees participation are individually recorded by the tutors and records made available to staff and management. 

A trainee individual evaluation and a trainer summary evaluation are completed following training and sent to the service manager. Team-Teach receives a copy of the summary form. A post course questionnaire can be distributed to staff groups 1-3 months following the training. Feedback from the questionnaire informs future training needs. 



5. What do you expect trainees to learn during the training?

The aim is to achieve knowledge, skill and understanding related to the following areas: 

• To understand and work within the key principles and values that underpin practice.
• To develop a range of responses: non verbal, para-verbal and verbal de-escalating and calming strategies, including a “Help Script” & “Help Protocol” when faced with challenging behaviour.
• To develop an understanding of causes and signs of aggression and conflict.
• To improve staff self awareness and self control whilst managing difficult behaviour 
• To understand the typical stages of crisis behaviours and appropriate staff responses.
• To appreciate the importance of recording and reporting including risk assessment and behaviour management plans and the value of a process for monitoring and evaluating.
• To develop a gradual and graded range of personal safety and positive handling techniques, including standing and seated responses.
• To understand their involvement and entitlement to a post Incident support and de-briefing framework for all involved in serious incidents.



6. What are the learning activities – the approach and methods?

The training approach is largely visual and involves a high level of interaction and involvement by trainees. The methods vary including: set PowerPoint delivery of information, interspersed with media clips and relevant working examples. Conducted role play, table top discussions around set activities, a low level physical team-building warm up, leading to core and optional physical activities. Trainees undertake a quiz to measure their gain in knowledge and theoretical understanding.

The initial meeting between the service manager and lead trainer decides the optional risk reduction physical elements to be delivered and advises the organisation on paperwork that underpins practice in this area.



7. Why did you choose these activities?

We selected the activities to be informative, enjoyable, relevant to the specific working environments of the trainees, promoting teamwork and allowing for accelerated teaching and learning.

Resources required to ensure effectiveness and improved performance include: a standardised course work and text book, a unique trainees certificate. A web site www.team-teach.com.au allowing registration for courses and acts as a resource area for updating and informing all levels of participants and tutors. 

Finding and developing the right people to deliver the training is essential to the success of the programme. Effective trainers display the following characteristics: 

• a commitment, balanced passion, enthusiasm and belief for the training and associated benefits for the individual, workplace and community. 

• a credibility factor within the service setting receiving the training i.e the tutor should know what it feels like and where possible have direct experience of working in that “type” of service setting. 

• a confidence and competence consistently evidenced over a 2-3 year period, centred around their knowledge, skill and understanding of the subject matter and a willingness to learn. 



8. Why is this an example of exceptionally effective learning?

The cascade model of delivery has promoted rapid growth within a short time span. The summary evaluation reporting and recording quality and assurance procedures and systems have worked well. 

The web site www.team-teach.com.au has provided a total resource and information area. It has been well used by tutors and visitors. 

The ability for tutors to use the web site and gain access to their password protected area to download the latest resources, view their work contact details via the tutor database, register for future courses as well as visiting current news issues has proved to be an effective conduit for teaching and learning. 

In built into the training framework is a requirement for all tutors and course participants to attend refresher courses at which updates are provided as well as basic skill, knowledge and understanding refreshed and re-assessed. This allows the knowledge, skill and understanding gained by course participants and tutors on courses to be sustained and built upon over time. 



9. What success can be expected?

Success can be measured by the extent to which staff groups and services have undertaken such accredited training and reported feeling better prepared to cope with difficult behaviour and more knowledgeable about the policies and procedures under which they were operating.

Success would be defined by the extent to which children, young people and staff would feel safe and secure within their working and living environments. (See research conducted by Portsmouth University April 2004) 



10. How can we be re-assured that Team-Teach will reduce the risks related to behaviours presented in our particular service setting?

Following a closed course request for a 6 or 12 hour course a Senior or Principal tutor will make contact and arrange for an initial visit to meet and discuss the core and optional modules that are to be delivered within your setting. Our courses are shaped to meet your needs Apart from three core neck and arm personal safety responses all other physical responses are decided in discussion with management at the initial visit.

The selected modules should be informed by risk behaviours that have been displayed, evidenced via incident reports, statements, etc in the setting concerned. 

The preference of Team-Teach is for whole staff training and for specialist services and settings to be able to resource themselves by developing their own “in house” tutor support. This would allow service settings to refresh staff on a more regular basis and to train new staff as needs dictate. 



11. How are the physical techniques developed, approved and decided upon?

Team-Teach provides a wide range of risk reduction positive handling techniques. They have been endorsed via the Risk Assessment Panel and the U.K Steering Group. (See News Section on the web site for details of compositions) 

All members of these groups have an in depth knowledge of the techniques, many being tutors themselves. Modifications and developments to techniques are passed through the Risk Assessment Panel. 

No single technique is foolproof or can be guaranteed to be 100% effective. The physical techniques of Team-Teach will reduce risk, their effectiveness being linked to the confidence and competence of the individuals concerned. 



12. Will the Team-Teach physical techniques provide risk reduction for the most difficult and dangerous of presenting behaviours?

For specialist service settings working with the highest risk behaviours it may be necessary to provide staff with additional advance modular training. Beyond the initial 12 hour course. 



13. How do settings access the advanced Team-teach Modules?

Intermediate tutors can apply for a 4 Day advanced tutor course which will certify them to deliver advanced modules within their employer’s service setting. 

Advance modules can only be provided to staff groups who have already completed a 12 hour course and have a evidenced need for such knowledge, skill and understanding 

Principal & Senior Tutors can also be contracted to deliver advance modules within service settings. For more details contact Team-Teach on 0405 411 871 or email . 



14. Who Supports & Accredits Team-Teach?

In the UK, Team-Teach is accredited by the Institute of Conflict Management (2015) and has been accreditted by British Institute of Learning Disabilities ( 2006, 2009 and 2012) and received letters of support from the teacher unions: National Union of Teachers, National Association of Schoolmasters & Union of Women Teachers.See the "contact us" section of the UK home page for more information about accreditation.

IIn the Asia Pacific, it is the preferred approach for both the WA and ACT Departments of Education and the Catholic Education Office of Tasmania, and an increasing number of Special School, Special Education Units, mainstream schools and adult disability service providers across all States and Territories. It has also been successfully implemented in a number of New Zealand Special Schools, and is also the chosen approach of The English Schools Foundation and The Boys Society in Hong Kong.

The flexibility of training in meeting the needs of particular settings has also been well received with feedback from courses showing 93-99% ratings of Very Good or Excellent in all key feedback areas. 



15.How widely and in what service settings is the training framework being used?

Team-Teach training is used across a wide range of service settings, age ranges, local authorities & Health Care Trusts. As a training package with a core and modular training approach, it provides service settings with the flexibility to identify the relevant skills & strategies that reduce the particular risk within the service settings concerned. 

Presently, the training is being used in playgroups / nurseries, primary & secondary mainstream, children’s homes & special schools of all types of described special need, including secure & psychiatric units, health care trusts & adult respite care settings. 

Team-Teach Ltd was established in 1997, since this time it has become the largest provider within the U.K. Having trained over 2,000 tutors who between them have trained 400, 000 people in over 85 Local Authorities in the U.K. 

I t is the preferred approach for an increasing number of Special School, Special Education Units and a number of Catholic Dioceses. It has also been successfully implemented in a New Zealand Special School and is to be implemented in a New Zealand community who provides for individuals from school to old age.

The flexibility of training in meeting the needs of particular settings has also been well received with feedback from courses showing 93-99% ratings of Very Good or Excellent in all key feedback areas. 



16. Is there any published evidence about the implementation and/ or relative effectiveness of Team-Teach?

Portsmouth University have published research (April 2004) into the value and impact of Team-Teach training in mainstream education services. For the Executive summary and full report see: 
www.team-teach.com.au

“Over half of the 32 trainees who attended the courses observed by the researcher had used both the de-escalation and positive handling techniques at the three-month follow up. They reported increased levels of confidence. 

Seventeen LEA officers indicated their belief that Team Teach could make a positive contribution to: 

• the feelings of safety experienced by students and staff in schools; 
• staff confidence in their ability to manage challenging behaviour 

After the training the staff reported feeling better prepared to cope with difficult behaviour and more knowledgeable about the guidelines under which they were operating”. 

“The seventeen LEA officers indicated their belief that Team-Teach could make a positive contribution to the number of staff suspensions, assaults on staff and exclusions from school” (Portsmouth University, April 2004)

For more testimonials please see UK and Australian web-sites



17. Is there access to a network of other practitioners currently using this model (support networks) If so, how this work?

Yes. Team-Teach provides support networks at a variety of levels.

• Within the web site, www.team-teach.com.au , when qualified Intermediate tutors receive a password and username that allows them complete access to a database of all registered tutors within Australia and New Zealand, they can also access registered tutors in the UK. There is a commitment from all tutors and employers to share good practice including welcoming exchange visits.

• Team-Teach will distribute on its tutor courses examples of good practice documentation with regard to policy, behaviour support and intervention plans, incident reports, risk assessment, complaints, rights and responsibilities documents, de-briefing procedures, examples e.g. 6 & 12 hour training programmes, PowerPoint presentations to match 

• A U.K. Steering Group has been established that provides a focus for sharing good practice at a strategic level. The Group also advises on future developments (See www.team-teach.co.uk news section for further details) 

• Principal & Senior tutors are also available to provide peer supervision and on going support. (A consultancy cost is involved on average $1000 per day – for further details contact 



18. What are the financial costs involved of training our own employees to be tutors?

Team-Teach has a quality control and assurance recommendation that tutors should not train new staff alone and must operate within permitted tutor: course participant ratios. Therefore it is strongly recommebed that to deliver training it will take a minimum of 2 tutors.

2015 Costs - $319 plus GST per person to complete 12 hour course. The course member can then apply to be an Intermediate tutor, cost of $1999 plus GST for the course. The intermediate certificate will allow the tutor to deliver the 6 and 12 hour course “in house” and within their district who work for the same employer – please contact us for clarifications.
The Intermediate tutor can then apply for the 4 Day Advanced tutor course which meets aims to meet the highest levels of risk presented by individuals, including responses to objects that can be used as weapons, intentionally or otherwise. Also includes modules on ground recovery positions, issues around transport and challenging behaviour. TT Protocols apply.

The 4 Day Advanced course closed costs are $1850 plus GST per person. The Advanced certification will allow the tutor to deliver “in house” Advance modules to employees within their district who work for the same employer – please contact us for clarifications.



19. Are “In House” tutors allowed to lead training outside of their own service or employers settings?

No. Only Principal and Senior tutors contracted to and by Team-Teach can provide training outside of their employers service settings. 



20. Can a “In House” tutor assist another tutor in a different employers service setting?

Yes. Providing the external tutor is only assisting and that the liability insurance arrangements are clearly the responsibility of the leading “in house” tutor it is possible for tutors to act as assistants across local authorities/Trusts/services. 



21. How often do intermediate and advance tutors need to recertify?

From January 2003 the UK steering Group decided that Intermediate tutors need to come back to be refreshed within the first 12 months. There is a 4 month grace period during which tutors can still assist but not lead training. Following the first recertification, tutors are then required to refresh within a period of 24 months.

Advance tutors need to recertify every 12 months with a four month grace period during which they can assist but should not lead training. 



22. How often should a course member who has passed a 6 hour course be recertified?

From January 2003 the UK Steering Group decided that a 6 hour course participant was required to recertify within a 3 year period. 



23. How often should a course member who has passed a 12 hour course be recertified?

From January 2003 the UK Steering Group decided that a 12 hour course participant was required to be recertified within a 24 month period. 



24. What happens if my training certificate is out of date and l continue using the techniques?

Team-Teach will actively support (including expert witness support if required) employers and individuals who are acting in good faith and are working within published Team-teach certification time scales.

Employers and employees who knowingly act outside of these time scales, Code of Practice & Protocols expose themselves to the potential of higher litigation and liability costs. 



25. Are there any expectations that would be made of any employer / service setting wishing to undertake training in this model e.g. previous training, protocols, commitment of leadership and management ?

It is essential that leadership and management are committed to the implementation of this training for it to be a success. This commitment is displayed through participation in the actual courses and documented support within policy. Also in supporting “in house” tutors (time & resources) to deliver the training.

There would be an expectation within Team teach training that both the individuals, service settings & authorities were performing the training within the published Code of Practice and Protocols. (See web site links) 



26. I have completed a Team-Teach 12 hour basic course and wish to become a tutor. How do l go about this?

Individuals, who have a 12 hour certificate that is valid, i.e within a period of 24 months can apply on behalf of their employer to become trainers. We do not issue tutor certificates that allow them to go into “private practice” If colleagues wish to discuss the possibility of licensing arrangements please contact  for a discussion. 

Open Registration can be completed via the web site registration process. 


27. I am a trainer with another system, can l bypass the 12 hour course requirement?

No. Best practice suggests that individuals are significantly disadvantaged by not having experienced a 12 hour course.


28. What are the benefits of Team-Teach training?

• Team-teach provides organisations with and stresses the importance of documentation that underpins and supports the process and people involved including: Policy (Local & Corporate), preferred de-escalation strategies, behaviour plans involving positive handling, incident reports, risk assessment forms, expressing concerns and complaints, recording, monitoring, evaluating templates, allowing authorities/service settings to develop them specifically for their own needs. 

• A supportive framework for tutors & Local Authorities including rigorous quality control and assurance procedures (Random sampling, summary evaluation form, course members record of completion and random sampling form, post practice questionnaire) 

• Access to a 24-hour telephone help line and expert witness support if faced with litigation. 

• Web site with updated News, courses (Tutor and re-accreditation) available and access to “good practice” materials, written guidelines / policies available on the Web site (Within tutors restricted page – password / username required) 

• Access to a UK Network of over 2, 000 registered tutors (committed to sharing “good practice”, including reciprocal visits) listed on the Website 

• Tutors mpg files and course outlines 

• Theory coursework booklet, text and Certificates including standardised Occupational Health and Safety Checklist, course joining instructions and course evaluation form Foundation and Basic PowerPoint presentations programmes to go with 6 and 12 hour course outlines. 

• Working within and recognition of the Institute of Conflict Management

• Availability of tutor peer supervision providing support for training and related issues. Awarding of “gold” standard certification for service settings achieving gold standard criteria.


29. How do l go about becoming a Team-Teach tutor?

The first step is to have the support of your employer. As the tutor certificate will allow the individual to only provide training on behalf of their employer to employees working within their own setting and within their district – please contact us for clarification.

Second step is to pass a two day / 12 hour Basic Team-Teach course. Individuals can then apply for a 5 day intermediate tutor course. 

Best practice suggests that the initial two day course should be a closed event for that service setting and that the aspiring tutors should be part of the closed staff group receiving the training. 

Protocols do not allow employers tutors to deliver training to new staff groups on their own. Therefore it is always a good idea to have at least two, preferably three tutors trained from one employers setting. 

Individuals, who have a 12 hour certificate that is valid, i.e within a period of 24 months can apply on behalf of their employer to become trainers. We do not issue tutor certificates that allow them to go into “private practice” 

Course registration can be completed on line by clicking onto course registration via the web site registration process on www.team-teach.com.au. A help line is available on 0405 411 871.

Log-in

Go to top