Clinical supervision is an ongoing series of professional development cycles through which preservice and beginning teachers move from being apprentices at induction and probationary levels to being members of peer evaluation teams and self-reflective practitioners. Development of collaboration between field experience offices and local school districts might result in use of student interns as substitute teachers. The Teachers for Chicago consortium offers an example of successful integration of mentorship into the clinical supervision model. This graduate level teacher preparation program combines refined selection processes, rigorous academic training, an extended internship, mentored support, and employment initiatives. Its goal is to maintain a pool of effective teachers for the Chicago school system. Participants commit a certain amount of time to working in Chicago schools. As interns, they receive a salary, filling vacant teaching positions. Their mentors also commit time to the project, with professional growth their major incentive. The next two supervisory cycles involve: (1) a team teaching approach with peer clinical supervision and self-reflection; and (2) the supervisor taking the lead in individualized clinical situations. Clinical supervision comes full circle when the teacher who has completed earlier cycles as a preservice apprentice becomes the master teacher/mentor. (Contains 23 references.) (SM)