The vocational supervisor has a key role in providing leadership and assistance in designing and improving curricula. The first step in accomplishing this task is to establish a definition of curriculum and its place in the educational process as it relates to the vocational education supervisor. (Curriculum is defined in this paper as an orderly arrangement of integrated subjects, activities, and experiences which students pursue for the attainment of a specific educational goal.) The next step is to become familiar with the framework for sound curriculum design and the application of that framework to a specific educational program and setting. (An eight-step framework is presented which was developed by the Ohio Department of Education's Division of Vocational Education as an instructional system design for vocational education.) Since it is virtually impossible for the supervisor to be technically competent in all instructionally program areas, it is imperative that she/he design and apply an analytical strategy for reviewing curriculum content and facilitating curricular revision and/or charge. Raising appropriate questions in the appraisal process can point up the strengths and/or weaknesses that are prevalent and offer some clues as to what next steps seem apparent. (A suggested list of eight questions is provided.) Finally, to be an effective leader and achieve the desired outcomes in the curriculum process, it is extremely important that supervisors recognize the importance of teachers in the process and accord them their due respect in terms of specific day to day attitudes and behavior. (JH)