Major roles, relationships, and responsibilities of key individuals involved in supervising bilingual teacher and student teacher training are explored in this paper. The instructional team concept is explained as the basis for developing a program which requires that all individuals involved in the training of bilingual personnel possess a common understanding of bilingual program goals. Clinical supervision (focusing on what and how teachers teach) and developmental supervision (based on individual stages of concern about innovation) are offered as means by which all personnel involved in bilingual education can move through a series of stages to higher degrees of competency. Detailed discussions are presented on the role, responsibility, and required competencies of instructional team members: (1) university supervisor; (2) cooperating teacher; (3) bilingual student teacher; (4) bilingual program director; (5) bilingual supervisor or resource leaders; (6) bilingual teacher; and (7) school principal. Appended is an overview of the clinical supervision cycle, a listing of bilingual education teacher competencies, and samples of forms used in developing this framework for improving bilingual education. (JD)