SUPERVISION, BECAUSE IT COVERS A MULTIPLICITY OF TASKS PERFORMED IN NO FIXED LOCUS, ITS ALMOST IMMUNE TO SYSTEMATIC EVALUATION. ELABORATE DESCRIPTIVE STUDIES ARE NEEDED (POSSIBLY REPLICATIONS OF EDUCATIONAL ADMINISTRATION STUDIES) ON SUCH TOPICS AS RESISTANCE TO CHANGE AND SUPERVISOR-SUPERVISOR RELATIONSHIPS. THEORETICAL MODELS AND CONCEPTS WHICH CAN BE BORROWED FROM THE BEHAVIORAL SCIENCES AND ADAPTED TO INSTRUCTIONAL CHANGE INCLUDE--(1) PROGRAMMING CONCEPTS FOR WORKSHOP OR LABORATORY DESIGN, (2) SIMULATION TECHNIQUES, (3) A ROGERIAN MODEL OF PSYCHOTHERAPY AND LEARNING, (4) GROUP THERAPY AND ROLE PLAYING, (5) A CONCEPTION OF SCHOOL AND CLASSROOM PROGRAMS AS SOCIAL SYSTEMS (ROLE OF CHANGE AGENTS, DIFFUSION OF INNOVATIONS, ACCULTURATION PROCESS, STUDIES OF HUMAN VALUES), AND (6) THE ECONOMIC CONCEPTION OF ORGANIZATIONAL LIFE AS A FLOW OF RESOURCES (INCLUDING HUMAN ONES). RESISTANCE OF SUPERVISION TO CHANGE IS SEEN AS RELATED TO (A) THE ABSENCE OF RECOGNIZED CHANGE AGENTS IN THE SCHOOL, (B) THE DIFFICULTY OF EFFECTING CHANGE IN PEOPLE, (C) THE BUREAUCRATIC NATURE OF SCHOOL ADMINISTRATION, WHICH IS GEARED ALMOST EXCLUSIVELY TO MAINTENANCE, NOT CHANGE, PAPER REPRINTED FROM RATHS, JAMES AND LEEPER, ROBERT R. (EDS.), "THE SUPERVISOR--AGENT FOR CHANGE IN TEACHING," ASCD PUBLICATION, WASH., D.C. (AF)