As part of its project on instructional leaders at the middle tier, International Institute for Educational Planning (IIEP) and Education Development Trust (EDT) conducted case studies in five jurisdictions, exploring the professional practices and perceived impacts of instructional leaders and the enabling factors present in the systems in which they work. Those studies and their takeaways are summarized in this series of short country notes. This country note shows how existing middle-tier supervisor roles in Jordan were strengthened to include a greater emphasis on teacher support, coaching, and formative evaluation. [For the other country notes, see: Delhi (ED629464), Rwanda (ED629467), Shanghai (ED629468), and Wales (ED629469).]