What is IPI Instructional Practices Inventory

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What is IPI? Instructional Practices Inventory

• Keystone AEA
• January 28, 2009

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• Students would be better served if educators
  embraced learning rather than teaching as the
  mission of their school,

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• if they worked collaboratively to help all
  students learn,

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• and if they used formative assessments and a
  focus on results to guide their practice and
  foster continuous improvement.
• On Common Ground The Power of Professional
  Learning Communities,
• Rick and Rebecca DuFour and their co-editor
  Robert Eaker (2005)

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Who developed IPI?

• Jerry Valentine
• University of Missouri
• Middle Level Leadership Center.

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• The IPI is a very practical system for
  understanding learning across an entire school.

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• It provides one form of data that is valuable
  when a school faculty begins the critical
  conversations.

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• The focus is on student learning rather than
  teaching--the IPI process collects data about
  student engagement.

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• Teachers must study and think together
  collaboratively--the IPI profiles are created to
  be the basis for collaborative faculty study and
  reflection.

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• Formative data are essential to monitor and
  adjust practices--the IPI profiles provide
  formative data about student engaged learning.

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• IPI data can help maintain faculty focus on
  continuous change in school-wide learning and
  related instruction.

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What is the IPI process?

• Observe a typical school day no unusual
  circumstances occurring on that day that would
  disrupt normalcy of the day.
• Fridays are avoided when possible

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• Observers use a map to systematically move
  throughout the school and observe every class.

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• Each classroom is observed for a short period of
  time, typically one to three minutes.

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• Observers focus on the students learning
  experiences during the first few moments of the
  observation. Transitions may occur while the
  observer is in the classroom, but the first
  learning experience observed is coded.

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• Each observation is coded anonymously IPI
  observations should never be used for purposes of
  teacher evaluation.

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• When a learning experience is borderline between
  two categories, the observer records the category
  that represents the most favorable learning
  experiencethe profile being created is an
  optimum profile of student engagement.

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• Classes are not observed (coded) during the first
  five minutes or the last five minutes of a class
  at the middle or secondary level or during
  content transitions at the elementary level.

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• One hundred observations per day should be
  considered a minimum (125-150 is preferred and
  more typical).

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• Special education classes are coded as core or
  non-core based on the content that is occurring
  at the time of the observation.

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• Classes of substitute teachers are not coded
  into the profile unless higher-order thinking is
  evident.

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• Classes of student teachers are coded like a
  regular teacher.

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• Review the rubric for coding engagement

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Is a 5 or 6 important?

• Students in highly successful schools are
  significantly more likely to be engaged in higher
  order thinking with teachers who are actively
  teaching the students.

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• Students in less successful schools are more
  likely to be doing seatwork with or without
  teachers support or disengaged from learning.

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of an Elem. day spent

• 6 15-25
• 5 3-5
• 4 35-40
• 3 20-30
• 2 5-10
• 1 3-8

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of Middle School spent

• 6 15-20
• 5 3-5
• 4 35-45
• 3 20-30
• 2 10-20
• 1 5-10

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of High School spent

• 6 15-20
• 5 3-5
• 4 30-40
• 3 15-20
• 2 15-20
• 1 5-15

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• Questions about IPI?