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Up until the resurgence of an academic journal, the field of educational supervision has had to travel incognito (Glanz & Hazi, 2019; Mette, 2019). With the development of the "Journal of Educational Supervision," however, supervision scholars have been invited to push new boundaries and experiment with non-traditional approaches about the conceptualization of supervision. In that spirit, I present a "mindfulness-based approach to supervision," one that could help supervisors meet the present challenges of remaining more consciously skilled while simultaneously helping teachers practice self-care. While mindfulness-based programs and approaches have taken root in other PK-12 education and higher education fields, supervision remains behind the curve in this area. As such, I use this article to discuss the possibilities of grounding supervision in a more meditative fashion and entertain the concept of the Awakened Supervisor, an exaggerated caricature to demonstrate how mindfulness might be conceptualized. I also address what this might look like in actual practice.

Mentoring remains a major component of teacher education programs. Moving away from the traditional apprenticeship model, teacher educators have begun to adopt more affirming coaching practices that nurture the strengths and inner qualities of pre-service teachers. In this self-study, the researcher--an emerging teacher educator hoping to enhance his practice--investigated ways to help pre-service teachers discover and develop their individual strengths and how strength-based coaching might impact his beliefs and assumptions. Data were drawn from interviews, focus groups, lesson plans, and researcher journal reflections as well as participant-created written responses and illustrations. Themes were developed using content analysis. Findings involved the teacher educator realizing the need for a variety for strengths-based exploration tools, the practicality of including strengths discussion in observation conferences and lesson planning, and the gaining of a new, appreciative mindset. Implications suggest a pathway for other teacher educators to consider when implementing strengths-based coaching.

The role of fathers in elementary education has shifted drastically in recent years. In particular, stay-at-home dads (SAHDs) have become more relevant in the lives of children. Despite these changes, there remains a paucity of research on SAHDs' experiences with their children's schools. This qualitative study examined SAHDs' perceptions of and experiences with their children's schools. The research identified three themes: (a) involvement, (b) interactions, and (c) communication. The researchers discuss implications for elementary school counseling practice as well as future areas of research.

In this pilot study, 24 gifted, elementary students in second to fifth grade enrolled in a large, diverse, urban public school were introduced to 10 mindfulness-based techniques that the students practiced in school. The students practiced the techniques for 10 weeks once per week for 30 minutes in the school's media center under the guidance of the researchers and certified mindfulness instructors. Using qualitative data (interviews and observations), quantitative percentages of qualitative findings are reported. Results include increased enjoyment, calmness, heightened awareness, creativity, and minor discomfort and a gain in mindfulness competency. The need for further research and plans to proceed are discussed.