Based on the view that instructional supervision means the improvement of both teachers and instruction, this paper attempts to show how instructional supervision is managed and administered by one principal. Data were gathered through observation and interviews conducted for a related study by the author on teacher rewards. The bulk of the paper consists of quotes from the principal being observed (Mrs. O.) about her beliefs and activities. Accompanying these quotes are analysis and elaboration to explain Mrs. O.'s view of supervision. Quotes chosen are intended to illustrate the expectations, goals, and philosophy Mrs. O. holds about supervision. The author concludes that Mrs. O. offers suggestions about classroom management rather than about the lesson being taught. It is proposed that Mrs. O. conducts instructional supervision in indirect ways, primarily through insisting on staff development conference attendance and on report presentation. The author suggests that most principals do not understand how to evaluate instruction and so resort to evaluating persons. (Author/JM)