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.

Click here for a set of vignettes that highlight best practices for implementing IPI (shared at the LEAD conference in October 2017).

Update, January 2018: The Instructional Partnership Initiative (IPI) Portal is now available within TNCompass in the Work Queue for all principals and assistant principals. All features and functionality from the old portal are available, and in addition, the portal is now directly linked to rosters in TNCompass. Therefore, any IPI matches that have already been made are also available within TNCompass.

IPI Portal, Principal Guidebook, and Additional Resources

The following resources for principals are available for download: IPI Principal Guidebook | Getting Started with IPI | IPI FAQs for Principals | Single Sign On (SSO) Account Setup Instructions

View these brief webinars for an overview of IPI and guidance on initial conversations with teachers: IPI Principal Overview | IPI Principal Overview & Promising Practices

With further questions, please reach out to Machel.Mills@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.