The process of teacher supervision is treated in detail in this paper, as it affects both the supervisor and the teacher. In the first section, the domain and assumptions of the supervision process are defined. Next, a format for providing individual supervisory assistance to improve classroom effectiveness is described. In the last section, five phases of a positive supervisory experience are delineated with examples from both a supervisor's and a teacher's point of view. In the vignettes, the technical content of the supervision involves student engaged time and student success. The psychological content deals with how the supervisor and teacher think about their interactions and improvements. (Author/MLF)