Recently, an emphasis has been placed on the new paradigm of teacher reflection as an expression of what should be developed in teacher education programs. A discussion is presented on this term as it relates to the "teacher as a reflective decision-maker" model for clinical instruction and teacher evaluation occuring within such programs. This paper focuses on the evaluative judgment criteria and practices of instructional supervision in teacher education programs which have teacher reflection as an explicit goal. Ideas are presented in the form of an analytical essay exploring theoretical and speculative implications of positing teacher reflection as an explicit goal of teacher preparation. Summaries are appended of an evaluation of two such teaching programs, and of research on supervisory judgment criteria and processes. (JD)