The concept of clinical supervision has for several years incorporated ideas about supervisory techniques that have recently received growing support from research on the implementation of innovations by teachers. Among these ideas are that supervision should be focused on teacher behaviors, that analysis of patterns of teacher behavior can help teachers understand their own practices, and that the supervisor-teacher relationship should be collegial and aimed at enhancing teacher autonomy. Different versions of clinical supervision recommend variations on a cycle of supervision that in all cases contains several key stages: the preobservation conference, observation of instruction, analysis of the observation, planning of the conference sequence, the conference, and postconference analysis and planning. A study of the interactions of 35 supervisor-supervisee pairs before and after the supervisors received training in the clinical supervision techniques revealed that training could make significant positive differences in the effectiveness of supervisory efforts. The study results and methodology are reviewed briefly in this document following a broader discussion of clinical supervision generally. (PGD)