The proposed study will examine whether effective clinical supervision requires supervisors who practice certain strategies and procedures as they dialogue with supervisees in the conference, or whether the mere acquisition by supervisors and/or supervisees of research-verified knowledge about teaching and learning, e.g., the role of academic feedback in pupil learning, is sufficient to improve the classroom teaching of the supervisee. This "process" vis-a-vis "content" investigation will be examined in the light of the supervisor conceptual level. "Process" strategies and procedures have been identified only in high conceptual level supervisors. This study may demonstrate that these strategies are associated with a positive effect on supervisee teaching. Where practicing supervisors are not using these strategies, they could be taught as a compensatory model for improving effects of supervisory intervention. It is suggested that "content" about teaching and learning in itself is associated with positive effects on supervisee classroom teaching. It is tentatively concluded that supervisors and/or supervisees merely need to be exposed to such knowledge. Where only supervisees are exposed to the "content" amd the effects on their classroom teaching are found to be positive, the viability of supervisory intervention is questionable, and different organizational means to bring about improved classroom teaching should be sought. (Author/JD)