Educational supervision may be categorized according to three philosophical positions with distinct methodologies: essentialism/directive supervision; experimentalism/collaborative supervision; and existentialism/nondirective supervision. This paper proposes that time and effort are required to develop key interpersonal skills needed for facilitating teamwork and collaborative relationships among teachers, peers, and supervisors. The training program described fits most closely the collaborative supervision model. After outlining Theory Z principles applicable to supervision in the schools, the paper focuses on two leadership skills (listening and developing improvement plans) that administrators can learn to use more effectively within a Theory Z context and cites supportive research findings. Based on Theory Z principles, the paper assumes that level relationships between instructional supervisors and teachers are more effective than vertical ones, that the primary motivation for instructional improvement is the teacher's, and that teamwork is an essential ingredient of the change process. Advice is then provided for learning to listen and developing improvement plans. A single-case research project to assess the training program's effectiveness is briefly described. The study showed that supervisor behavior moved toward collaborative styles immediately after training in both quality and quantity. (Six references) (MLH)