While the teacher is recognized as the primary force in the improvement of educational programs, supervision should go beyond focusing on teachers to focusing on the entire instructional program, which includes the subject, materials, facilities, students, teachers, and aides. There are several routes through which supervision can be approached--experienced teachers, ministry of education officials, teacher self-evaluation, evaluation through students, and the supervisory team. Major supervisory activities center around observation and provision of feedback before, during, and after observation. Skill and attitudes needed for effective supervision include acceptance, sincerity, rapport building, listening, constructive criticism, and reinforcing. Supervision should result in a resolution or course of action designed to improve an aspect of the instructional program. (CB)