We are excited to support the Instructional Partnership Initiative (IPI) in many schools across the state this year. IPI is a no-cost, professional learning tool designed to help teachers use the information and feedback received in the evaluation process in ways that can sustain and improve instruction. It requires minimal set-up time, and has a track record of demonstrated success for participating schools. In a pilot study, participating schools increased TCAP scores schoolwide by 6 points in reading and 7 points in math. For teachers with lower evaluation scores, participating in a partnership increased TCAP scores by 12 points.
2017-18 IPI Portal and Principal Guidebook
The following resources for principals are available for download: IPI Principal Guidebook 2017-18 | Getting Started with IPI | IPI FAQs for Principals | 2017 Single Sign On (SSO) Account Setup Instructions
With further questions, please reach out to Machel.Mills@tn.gov.
2017-18 IPI Timeline
|June-July 2017||Principals gain access to Single Sign on|
|Early July 2017||Algorithm run to suggest matches based on indicator-level evaluation data and 2016-17 rosters|
|Mid-late July 2017||Principals receive suggested matches through Single Sign On|
|Late July-Early August 2017||Principals with low to medium teacher turnover begin pairing teachers|
|Late August 2017||2017-18 teacher rosters finalized|
|Early September 2017||Algorithm re-run to suggest matches based on indicator-level evaluation data and 2017-18 rosters|
|Fall 2017||Principals introduce teachers to their partnerships|
|School Year 2017-18||Teachers set an agenda of practices to work on together and work toward improving those practices. They can log time spent working on improvement together during in-service days, before or after school, or during lunch.|
What Principals Are Saying About IPI
There’s no magic wand, but I think the teachers are educated, they’re smart people – we can solve our own problems a lot of times, we just have to have the opportunity to talk. And this helps make that happen.
I think some of the teachers that were maybe struggling in some areas found vice-versa, that they were able to offer things back in, and so it became what it was designed to be, a partnership, and not a top-down kind of administrative thing – and so, I think the teachers respected that.
We made it more like it was something that [teachers] were benefiting from. And they enjoyed it, and they could collaborate when it was comfortable for them, instead of giving them a schedule. They worked it out among themselves to go into each others’ classrooms, and to benefit, and then to come back to collaborate.
…that teacher-to-teacher [format] was just outstanding. I think she just really valued, she appreciated the teacher coming in. As an administrator, I can talk it, but my time of being in the classroom has been so long ago. I can give you some strategies, I can tell you, “Boom, boom, boom; you need to do this, this, this…” but I think with it actually coming from a classroom teacher who’s actually doing it day-to-day now – not then, but now – it just had a lot of value.