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 2 (2019)
Teacher Evaluation and Reliability: Additional Insights Gathered from Inter-rater Reliability Analyses
Sally J. Zepeda and Albert M. Jimenez
An Analysis of Superintendent and Principal Perceptions Regarding the Supervision and Evaluation of Principals
Courtney Ann McKim, David Hvidston, and Barbara J. Hickman
Connecting Theory to Practice
Intersection of Supervision and Evaluation
Conflated Constructs: Disentangling the Educative and Evaluative Functions of Preservice Teacher Supervision
Amy B. Palmeri and Jeanne A. Peter