The study aimed to investigate the degree of educational supervisors' commitment to apply the classroom-visits techniques. Here, supervisors are supposed to apply techniques before the visit by meeting the teacher and discussing issues related to the time and subject matter of the targeted class, during the class as the supervisor observes the educational situation like avoiding interruption or intervention that might confuse the teacher, and after the visit where the supervisor discusses with the teacher his/her observations about the class. The study also investigates how much supervisors commit to apply all techniques of all the three stages; before, during, and after the visit. The study population consisted of 652 teachers at the elementary stage in Petra Jordan; (169) males and (483) females, in addition to 16 educational supervisors. Approximately (35%) of the teachers were randomly selected while all the educational supervisors were considered in the study without any random selection. To achieve the study objectives, analytical and descriptive methodologies were used, the researchers used a questionnaire as a tool for the study and it consisted of three types of the classroom-visit techniques: before, during and after the visit. The study results showed that the teachers and educational supervisors believed that the degree of educational supervisors' commitment to apply classroom-visit techniques is high. The results also showed significant differences between the means of teachers' views and the educational supervisors' views regarding the degree of educational supervisors' commitment to apply the classroom-visit techniques; and here the results were in favor of the educational supervisors. They see that they apply the classroom-visit techniques with a higher degree than that of the teachers' views. The results also indicated no statistical significance according to the variables of gender and years of experience.