These studies explore two mentor teachers' practice of supervision in a Professional Development School (PDS) setting and the meaning that these two mentors attach to their own work as mentors of prospective teachers. Through prolonged participant observation and in-depth interviewing of both interns and mentors, this study captures the unfolding story of the two mentors' approaches to supervision over the course of the year-long internship experience. Each of the two mentors conceptualized and carried out her supervisory role differently, though both mentors approached the task of teaching the interns in a manner similar to their approach to teaching children. In analyzing these two mentors' supervision work, Bridgett takes on an artistic approach to mentoring, like that of a gardener while Claudia illustrates the inquiry-oriented approach to mentoring like that of a playwright. As a result of these cases, seven powerful features of mentoring emerge which contribute to the literature characterizing the supervision of effective teachers. (Author/SM)