Analysis of the responses to telephone and personal interviews by 21 teacher supervisors from six school districts in Pennsylvania revealed three possible patterns of direct supervision of teachers. "Nominal" supervision consists of voicing compliance with statutory requirements for observation of teaching, a clear focus on identifying and eliminating substandard teaching, and a view of the supervisor as "quality control inspector.""Patterned" supervision uses a highly structured system of observation and communication to help all teachers improve teaching beyond state-mandated minimums, follow uniform teaching procedures, and make improvements in areas other than those affected by other interventions. "Integrated" supervision combines patterned supervision with other approaches to professional development and adapts the process to the specific needs of the setting and the teachers served. This report describes the supervisory and staffing patterns followed in each of the districts studied, places the study in the context of a larger study of supervisory practices in Pennsylvania, and explains the study's planning and interviewing methods. (Confidentiality was preserved by giving the districts fictional names). The development of techniques for analyzing the data are described, with supporting evidence from the interviews. The complete interview questionnaire and selected responses are presented in appendixes. (PGD)