This monograph contains three papers on the subject of supervision. The first paper takes the view that supervision is one tier of the teaching profession. The author's model is based on the assumption that over a period of time one's teaching practice not only improves but also increases in dimension and scope. The stages of preparation, induction, and retention are presented as a collaborative process. The author then summarizes the features, results, and implications of her proposal and provides a description of the components of her model. The second paper views the role of the inservice supervisor, using five major assumptions about professional programs for teachers. The authors state that there is a direct relationship between what we believe about people and the kind of supervisory practice and inservice programs that will be developed. The last paper focuses on supervisory influence and suggests that attention be given to "direct" and "indirect" models and qualities. The five staged systemic organization of supervisory teaching which the authors describe is intended to facilitate the resolution of instructional problems which supervisors and clients identify. The authors report the findings of studies which question the supervisory system's effect on student teachers' performance. (RC)