A review of the research indicates that the interface between the findings from research on teaching and staff development of teachers is an important but neglected one. An improvement in teaching skills calls for an interactive or collaborative mode of professional development which is based on classroom interests and the needs of teachers, with provision for expertise from outside. While the prime objective of clinical supervision is the improvement of instruction, its strength lies in the intensive conferencing that occurs between teacher and supervisor which provides nonevaluative feedback to the teacher. An Australian pilot study used principals trained in clinical supervision to introduce research findings into the repertoire of experienced elementary school teachers. Data were collected over one year of the two-phase operation: (1) familiarization with skills and processes; and (2) implementation using the clinical supervision framework. The research findings were presented as suggestions to the teachers, which appealed to the participants' sense of balance between needed authentication for classroom practices and the practicalities involved in actually implementing changes in the classroom. (FG)