Effective field supervision of preservice teachers has numerous challenges, including a recent shift in how supervision is being conducted due to COVID-19. To address these challenges, faculty members from an educational leadership and teacher preparation program, respectively, developed a model of supervision involving educational leadership and teacher candidates. Through this twoway model of support, and with expressed IRB approval, candidates from both programs partnered to implement virtual classroom observations and post-conferencing to encourage authentic and reflective instructional feedback. Albeit this initial sample is small, early results from this model suggest benefit to the preparation of educational leaders and teachers