Although it has been the practice of the University of Manitoba to place the majority of student teachers in metropolitan schools, recently there has been increasing pressure to place students in rural school divisions as well. One rural school division, however, has given some evidence of distrust in the university faculty and in its methods of student teacher placement and supervision. To overcome this difficulty and establish an atmosphere of mutual trust, it was decided to conduct a two-day workshop in supervision where division principals and university faculty members could cooperatively develop a model of supervision techniques that would be useful to the principals and that would ultimately benefit student teachers placed in the rural school divisions. A model for the analysis of instruction was developed based on the hypothesis that the observable part of the teaching act is comprised of a finite set of learned behaviors that can be identified, isolated, and practiced. Supervisory personnel could evaluate the teaching act by assigning values to these behaviors. Five elements of instruction included in the model are: (1) a statement of entering behavior describing the present status of the learner in reference to a future status the teacher thinks the student should attain; (2) a statement of observable behavior describing what the student will be able to do after mastering an objective; (3) instructional procedures utilizing exposition, questioning, demonstration, and discussion; (4) performance assessment; and (5) continuous evaluation carried on by the teacher during actual presentation of the lesson. The workshop participants felt that they accomplished their goal of developing a structure for the analysis of instruction and that an understanding of the interpersonal relations between principals and teachers was achieved. (MM)