Lacking expertise in a specific subject area or with a specific disability does not mean that administrators cannot effectively supervise teachers who do have this expertise. After all, one could argue that good teaching is good teaching regardless of the subject area or disability category (Kaufman & Badar, 2014). However, the more knowledgeable that administrators can be of a particular subject area or of a particular disability, then the more likely it is that they can provide helpful feedback and suggestions to staff members when doing teacher observations or teacher evaluations (DaFour & Mattos, 2013). To explore this topic further, a survey was sent to teachers of students who are deaf or hard-of-hearing (TSDHHs) in Pennsylvania regarding supervision; this study is described and the results are discussed. In addition, for administrators who do not know much about hearing loss and who supervise TSDHHs, this article provides them with information on the educational impact of hearing loss in general and, more specifically, information on the various roles and responsibilities of a TSDHH. Lastly, suggestions and resources are provided that may prove beneficial when doing observations and evaluations or for generating potential professional development activities or topics.