This paper takes as its starting point the well-known and extensively used process of clinical supervision and shows how what started over 30 years ago as a collaborative process has been harnessed into a sophisticated mechanism of teacher inspection and surveillance. It shows how this co-option has occurred historically through the progressive alignment of clinical supervision with the conservative educational reform movement in schools. It concludes by describing a "critical" perspective through which teachers might not only be able to restore the collaborative intent of clinical supervision, but in the process, enable teachers to regain more control over their teaching. Problematising teaching--creating a narrative text about that teaching and confronting the social, historical, and political agenda expressed in it--are all seen as precursors to the restoration and reclamation of teaching by teachers. (JD)