The need to verify the competencies purported to be developed by individuals completing a program designed to prepare supervisors of special education led to surveying 29 Pennsylvania Directors of Special Education who were asked to rate successful first year supervisors of special education on 40 competencies. Results indicated the eight roles stressed in the preparation program were rated by the directors as present in successful first year supervisors of special education; directors agreed that the 40 competencies were demonstrable by the successful supervisors; and the roles and competencies rated highest reflect the view that the supervisor serves primarily as a resource consultant to teachers of exceptional children rather than as an administrator. The three competencies rated highest by the directors were monitoring implementation of individualized education programs, planning staff improvement, and serving as resource to staff. (Author/DB)