This report summarizes a two-year study of supervisory officers in Ontario. The research focused on what supervisory officers do, what skills they need, how they are prepared and selected, and how they experience the job in terms of satisfaction and effectiveness. A stratified sample of 25 boards and 4 ministry offices was selected for indepth study, with data gathered through interviews and analysis of pertinent documents. In school boards, five role types were identified: directors, business supervisory officers, central supervisory officers, area superintendents, and combined roles. In the ministry, the role types were regional office, provincial office general supervisory, and provincial office specific assignment. A matrix of action and content showed supervisory officer tasks falling into various action groupings (such as review/evaluation, problem solving, and coordination) and content groupings (such as curriculum, personnel, and finance). In spite of contextual differences, the core actions and skills were found to be relatively constant, and systematic training for the supervisory role was found to be lacking. The study therefore concluded that major changes are needed in the preparation, experience, working conditions, and professional development of supervisory officers. In the final chapter, the researchers provide recommendations for reform, directed at governance, certification (licensing), preparation, and professional development. Proposals include the establishment of a new independent body to develop and coordinate licensing, preparation, internship, and professional development for supervisory officers in Ontario. (Author/TE)