This book presents and describes practical guidelines for educational supervision. These guidelines include: a) supervision of the instructional program is a priority for supervisors, b) good management procedures create time for supervision, c) supervision should be based on the best models, d) know the curriculum and the materials and the activities which support it, e) be sensitive to theories of learning, f) share expectations with the staff in clear-cut and operational terms; g) courtesy is a part of good supervision, h) make classroom visitations with relative frequency and use the class period as a reasonable measure of the duration of the visit, i) observe the total learning process and its setting and concentrate upon children and their responses rather than those of the teacher, j) the conference is a diagnostic opportunity for both the teacher and the supervisor, and k) develop supervisory style by considering the total educational setting. A 16-item bibliography, a list of periodicals and services, and a professional staff evaluation form are included. (MJM)