Transcript What is an Instructional Practices Inventory

What is IPI?
Instructional Practices Inventory
Keystone AEA
January 28, 2009
 “Students
would be better served
if educators embraced learning
rather than teaching as the
mission of their school,
 if
they worked collaboratively to
help all students learn,

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)

Who developed IPI?
 Jerry
Valentine
 University of Missouri
 Middle Level Leadership Center.
 The
IPI is a very practical system
for understanding learning across
an entire school.
 It
provides one form of data that is
valuable when a school faculty
begins the critical conversations.
 The
focus is on student learning
rather than teaching--the IPI
process collects data about
student engagement.
 Teachers
must study and think
together collaboratively--the IPI
profiles are created to be the basis
for collaborative faculty study and
reflection.
 Formative
data are essential to
monitor and adjust practices--the
IPI profiles provide formative data
about student engaged learning.
 IPI
data can help maintain faculty
focus on continuous change in
school-wide learning and related
instruction.
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
 Observers
use a map to
systematically move throughout
the school and observe every
class.
 Each
classroom is observed for a
short period of time, typically one
to three minutes.
 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.
 Each
observation is coded
anonymously; IPI observations
should never be used for
purposes of teacher evaluation.
 When
a learning experience is
borderline between two
categories, the observer records
the category that represents the
most favorable learning
experience—the profile being
created is an “optimum” profile of
student engagement.
 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.
 One
hundred observations per
day should be considered a
minimum (125-150 is preferred
and more typical).
 Special
education classes are
coded as core or non-core based
on the content that is occurring at
the time of the observation.

Classes of substitute teachers are
not coded into the profile unless
higher-order thinking is evident.

Classes of student teachers are
coded like a regular teacher.

Review the rubric for coding
engagement
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.”
 “Students
in less successful
schools are more likely to be
doing seatwork with or without
teachers’ support or disengaged
from learning.”
% of an Elem. day spent…
 #6
 #5
 #4
 #3
 #2
 #1
15-25%
3-5%
35-40%
20-30%
5-10%
3-8%
% of Middle School spent…
 #6
 #5
 #4
 #3
 #2
 #1
15-20%
3-5%
35-45%
20-30%
10-20%
5-10%
% of High School spent…
 #6
 #5
 #4
 #3
 #2
 #1
15-20
3-5%
30-40%
15-20%
15-20%
5-15%
Questions
about IPI?