IPI for Principals

Welcome, Principals!

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.

Need more information? Click here to download the IPI FAQ for Principals, or read more about IPI on other pages:

IPI for Teachers
Optional IPI Resources
IPI in the News
Frequently Asked Questions

Principal Portal and Guidebook

For principals of participating schools in 2015-16, access the principal portal here. A username and password, provided by the department, is required for login. See this document for further guidance on logging into the portal: IPI Portal Help Guide.

Download a copy of the principal guidebook here: IPI Principal Guidebook 2016-17

If you do not have login information for the portal, or have further questions, please reach out to us at TEAM.Questions@tn.gov.

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.