Presented is a model and specified are competencies for the competency-guided program for preparation of special education instructional supervisors developed at the University of Texas at Austin. The supervisor's role as a change agent is examined, and 12 basic principles underlying the model of competency-guided instruction are set forth (including an emphasis on the total configuration of behaviors desired rather than a specific number of discrete characteristics). The model is diagramed and discussed in terms of three domains: competency (problem solving, supervisory leadership job tasks, and human relations); critical competencies (24 statements in such task areas as curriculum, staffing, organization and inservice education); and job targets. Five competency assessment instruments are listed. Almost one-half of the document is composed of an appendix providing critical competencies with rationale statements and performance examples. (CL)