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 3, Issue 2 (2020)
Role Enactment and Types of Feedback: The Influence of Leadership Content Knowledge on Instructional Leadership Efforts
Sarah Quebec Fuentes and Jo Beth Jimerson
Delivering on the Promise of Support for Growth? Evaluator Perceptions of a New State Teacher Evaluation System
Noelle A. Paufler, Kelley M. King, and Ping Zhu
Connecting Theory to Practice
Intersection of Supervision and Evaluation
A Thirty State Analysis of Teacher Supervision and Evaluation Systems in the ESSA Era
Ian Mette, Israel Aguilar, and Douglas Wieczorek