The supervision of neophytes in all professional vocations is a complex and multifaceted process and not really achieved without adequate training and experience. This project's aim was to develop innovative, problem solving, teaching resources in the form of "case knowledge" episodes to provide "strategic knowing" activities for supervisors of professional learning and practice. This demonstration focuses on ways in which "The Supervision Casebook" provides those who are involved in the supervisory process with ways of understanding the characteristics and functioning of effective supervisory practice. It locates the project in its theoretical foundations and current developments in collaborative supervision and practicum contexts. The data gathering processes and the development stages of "The Supervision Casebook" resource are described. The Casebook contains 6 video vignettes, 30 narrative vignettes, readings on aspects of supervision, and workshop or inquiry focusing questions. The "stories" are drawn from early childhood, elementary, and high school contexts. They recount incidents of pre-preparation, midway and final stages in the field experience period. "The Supervision Casebook" does not set out to provide examples of exemplary practice and therefore suggest "easy-fix" solutions to concerns in the professional development of neophytes. It does, however, provide the means of challenging participants' existing "educational platforms" to encourage the identification of strategies and sources for relevant resolution of uncertainty and so enhance the continuous refinement of professional knowledge. Appendices provide a transcript of the dialogue in Case #6: Mutual Communication and Empathy, and a list of questions for focusing professional learning. (ND)