Participating teachers, principals, and university supervisors were introduced to three areas of research aimed at improving supervision: adult development theory, alternative models of supervision, and the process of collaborative action research. With assistance from university faculty, project participants developed knowledge of the stages of adult development and alternative supervisory models which can be matched to the developmental stages of supervisees. Principals use their new learnings with teachers as part of their role as instructional leaders. Teachers use their learning to supervise university fifth-year graduate interns, student teachers, peers, or undergraduates participating in an exploring teaching course. University supervisors use their new learnings to work more collaboratively with cooperating teachers. Participants were encouraged to develop action research projects that extended the applications of research knowledge and contributed to understanding the project's impact. Included in this report are a description of the project, its research methodology, its outcomes, and a discussion of results and their implications. Eighty references, 17 tables, one figure, an assessment inventory, and the final evaluation survey instrument are appended. (Author/JD)