Welcome to The Journal of Educational Supervision
The Journal of Educational Supervision (JES) publishes peer-reviewed articles related to the field of supervisory practices in education. Through a double-blind peer-reviewed process, JES offers a wide range of opportunities for academics and practitioners to add to the literature on supervision that addresses the nexus of theory and practice. JES currently averages a 35% acceptance rate.
The University of Maine College of Education and Human Development sponsors this journal in an effort to preserve and promote the formative feedback practices that inform preparation and practices of educators in supervision. The Journal of Educational Supervision (JES) would also like to acknowledge and thank the Council of Professors of Instructional Supervision, as well as the American Educational Research Association Supervision and Instructional Leadership SIG, for their respective financial donation in support of costs associated with starting JES.
Current Issue: Volume 5, Issue 2 (2022) Cases in Supervision in Teaching and Teacher Education
The Complexities and Discourse of Supervision for Equity and Justice in Teaching and Teacher Education
Stefanie D. Livers, A. Minor Baker, Patricia Guerra, and Melanie Acosta
Tensions in the Student Teaching Triad: A Case of Competing Views of Responsive Instruction for Latinx students
Juan M. Gerardo and Evthokia S. Saclarides
Early Childhood Supervision: Tensions in the Advancement of Developmentally Appropriate and Social-Justice Oriented Practice
Sarah Jean Baker, Sascha C. Mowrey, and Denise Cunningham
Socioscientific Issues-Based Instruction: The Messier Side of (Leading) Science Teaching
Savannah Graham, Mark Bloom, Sarah Quebec Fuentes, and Jo Beth Jimerson