This report describes a study of the perceptions of central-office supervisors. The purpose of the study was to determine the perceptions of central-office supervisors regarding emerging supervisory practices within a decentralized context. The study further sought to determine the role central-office supervisors perform in exemplary school districts, as well as the contribution they make to enhance student academic success, as determined by standardized measures within a decentralized environment. Data for the study were gathered through a specifically designed questionnaire based on 12 dimensions of supervisory practices developed from previous research. The sample for this study consisted of 59 supervisors in exemplary Texas school districts. The data were analyzed and synthesized using a content-analysis approach. Findings indicated a high level of agreement regarding the dimensions of emerging supervisory practices as reflected in current practice. Additionally, four roles emerged from the participants' responses: curriculum planner, facilitator, staff developer, and resource provider. The data also revealed that central-office supervisors contribute to student success by engaging in a wide range of actions aimed at assisting schools and teachers. The report concludes that emerging supervisory practices indeed are reflected in a decentralized context. (Contains 35 references.) (WFA)