Because the use of clinical supervision methods by administrators in their evaluation and supervision of teachers has been linked to instructional improvement, administrators' perceptions about the implementation of clinical supervisory practices were surveyed. Participants in the study were 412 school district administrators and supervisors who had received training in clinical supervision; some of the participants, administrators and supervisors from Greensboro, North Carolina, had received more training than their peers and had implemented a plan for central office management of clinical supervision. Attitudinal and procedural differences between the Greensboro administrators and the other administrators were apparent in the survey results. Greensboro administrators used the preconference stage of clinical supervision more appropriately than did other respondents, practiced more conference followup, and used more effective instruction models. In studying differences in the implementation of clinical supervision, it was found that motivation to help teachers dominates administrative and supervisory practices. Administrators and supervisors tended to view clinical supervision as a coaching, rather than as an evaluation, technology. The stages of clinical supervision were practiced by most respondents, with the exception of the preconference contract stage. Collected data formed the basis for observation analysis and guided the teacher feedback sessions. The training helped to alter supervision techniques, but, when the training was accompanied by strong district central office involvement, greater skill development and institutionalization resulted. (FG)