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Data were collected using the Principal Instructional Management Rating Scale (PIMRS) and supplemented by interviews and one-day workplace observations. Results highlighted the highest ratings in supervising and evaluating instruction and protecting instructional time, and showed that most principals emphasized instructional supervision. 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Few, however, showed protection of instructional time when handling discipline issues.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601889,1792161165,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Illinois Assistant Principals: Instructional Leaders or  \nDisciplinarians  \nVicki L. VanTuyle  \nSouthern Illinois University Edwardsville  \nThe purpose of this study was to determine the degree to which assistant principals perceive themselves to be instructional leaders and the degree to which they respond to their job responsibilities as instructional leaders or as disciplinarians. Data were collected from Illinois assistant principals invited to complete the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1982, 1990) and from assistant principals who volunteered to be interviewed and to be observed at work for a day. Analyses of PIMRS responses yielded the highest means in Supervise and Evaluate Instruction and Protect Instructional Time. Findings from interviews and observations supported the survey results with a majority of principals engaged in supervision and evaluation of instruction. However, few assistant principals who handled discipline issues expressed or exhibited protection of instructional time.  \nICPEL Education Leadership Review, Vol. 19, No. 1– December, 2018 ISSN: 1532-0723 © 2018 International Council of Professors of Educational Leadership  \nContextual Framework  \nHeyde (2013) noted that in 2010, Illinois lawmakers signed legislation that reformed teacher and principal evaluation through the Performance Evaluation Reform Act (PERA)(Milanowski, et al., n.d.) . PERA required districts to establish evaluation systems that assessed teacher and principal performance measured by student growth. This wave of reform was focused on the provision of exemplary instruction in the classroom and ensuring that principals were knowledgeable and trained in evaluating teachers’ classroom instruction, both of which would lead to higher levels of student achievement in Illinois schools. Implementation of PERA substantially increased principal and assistant principal duties and responsibilities in lllinois schools.  \nSince August 2010, the researcher and author of this paper has been teaching in the Educational Leadership Department at Southern Illinois University Edwardsville (SIUE) and has spent significant time in the principal preparation program redesign, the redesigned program’s implementation, and in the continuous improvement and evaluation of the program. In the role as an instructor in principal preparation courses, the author has heard from students how principals and assistant principals spend their time. An introductory activity in the entry course to the principal preparation program asks students to submit a list of the three most typical reasons students are sent from a classroom to be seen by the principal or assistant principal in their school building. Generally, the students identify these reasons as discipline issues. Typical lists might include: not doing work, not prepared for class, dress code violation, and cell phone usage. When lists are aggregated, discussed, and analyzed, the students are quick to see dress code violation and cell phone usage related to school policies, procedures, and practices—both of which seem to be poor reasons for a student to be sent to the office and to miss classroom instruction. In addition, the students are quick to assert that sending students to the office for not doing work and not being prepared for class may not be a matter of discipline issues but instructional issues instead. The students suggest that a lack of engagement in class work may be the result of academic deficiencies or social-emotional conflicts. Students may also be ill-prepared due to the lack of home and family resources. The class suggests that these students may not feel as though they are a part of the school community and that these students perhaps would rather not be in class. How an assistant principal views or understands the reason a student is sent from the classroom to the office--either as a student’s discipline issue or as a teacher’s instructional improvement issu","cbCaiunZ3ITuZlrI","https://ap.wps.com/l/cbCaiunZ3ITuZlrI","pdf",301375,"English","# Contextual Framework\n## Performance Evaluation Reform Act (PERA) and principal duties\n## Classroom discipline referrals vs instructional issues\n## Historical perspectives on assistant principals","[{\"question\":\"What was the study’s main purpose for assistant principals in Illinois?\",\"answer\":\"The study aimed to determine how assistant principals viewed themselves as instructional leaders and whether their responses aligned more with instructional leadership or with disciplinarian responsibilities.\"},{\"question\":\"How were the study’s data collected?\",\"answer\":\"Data were collected from Illinois assistant principals completing the PIMRS and from assistant principals who volunteered for interviews and one-day observations at work.\"},{\"question\":\"What did the findings suggest about instructional leadership versus discipline?\",\"answer\":\"Survey results showed strong emphasis on supervising/evaluating instruction and protecting instructional time, and interviews/observations supported that many principals focused on instructional supervision. Few, however, showed protection of instructional time when handling discipline issues.\"}]","Illinois Assistant Principals - Instructional Leaders or Disciplinarians - Study | PDF",1792093630]