The literature of teacher supervision assumes that supervision should focus on the teacher and teacher behavior within the classroom setting. The administrative model of supervision, however, focuses on pupils and pupil learning and takes the school system as its setting. It makes teachers and supervisors partners in deciding how well the instructional program is meeting pupils' needs. Placing the administrative model within a model of the organization shows the proper relationship of supervision to evaluation: supervision should coordinate the organization to produce pupil learning, while evaluation controls the quality of student learning. Using the administrative model of supervision in student teaching programs at McGill University (Canada), researchers developed a teacher evaluation form for supervisors that focuses equally on pupils and teachers instead of predominantly on teachers. Videotapes of classroom teaching, based on the forms, were tested on McGill student teachers. The students favored the use of the films, but their ratings of the teaching shown, using teacher- or pupil-focused variants of the evaluation form, were inconclusive. A copy of the evaluation form is appended. (Author/RW)