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 1 (2022)
Instructional Supervision: Is it Culturally Responsive? A Textbook Analysis
Patricia L. Guerra, A. Minor Baker, and Ann Marie Cotman
Reliability Evidence for the NC Teacher Evaluation Process Using a Variety of Indicators of Inter-Rater Agreement
T. Scott Holcomb, Richard Lambert, and Bryndle L. Bottoms
Intersection of Supervision and Evaluation
Shaping Educator Sensemaking in Complex Systems? Policy-Directed Teacher Evaluation Models as Boundary Objects
Kelley M. King, Noelle A. Paufler, Rachel L. Biritz, and Ryan M. Smits