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. Through 2018-2019, JES has averaged a 30-40% 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 2, Issue 1 (2019)
Shedding Light on the Phenomenon of Supervision Traveling Incognito: A Field’s Struggles for Visibility
Jeffrey Glanz and Helen M. Hazi
University-Based Teacher Supervisors: Their Voices, Their Dilemmas
Bede McCormack, Laura H. Baecher, and Alex Cuenca
Principals’ Perceptions of Teacher Evaluation Reform from Structural and Human Resource Perspectives
John Wilson Campbell and Mary Lynne Derrington
Tinker, Tailor, Supervisor, Spy: Lessons Learned from Distant Supervision
Elizabeth Currin, Stephanie Schroeder, Elizabeth Bondy, and Brittney Castanheira