In supervising counselors who are called upon to function as classroom teachers, a solution-focused intervention model can be effectively adapted to the supervision. In general, solution-focused models emphasize strengths and successes over weaknesses and problems. In the context of supervision, a solution-focused model assumes that supervisees will cooperate with supervisors. Thus, the main task of supervisors is to carefully identify the supervisee's unique cooperative patterns. Supervisors highlight the counselors' positive and productive-teaching behavior patterns and point out exceptions to these behaviors. In addition, the following four solution-focused interventions are applicable to the supervision of counselors working in the classroom: (1) scaling questions, or having counselors track problem situations on a 10-point scale before seeking supervision, at present, and where counselors would like to be in the present; (2) presuppositional questions, which assume that positive changes will occur; (3) the miracle question sequence, which has counselors imagine that a problem has been resolved to determine what would change; and (4) having counselors try behaviors that are out of the ordinary in their classes. Limitations of the model include the possibility that counselors may have wrong goals and dealing with a lack of technical or theoretical knowledge. Includes an example case study. Contains 14 references. (TGI)