The principles and practices of Catholic school supervision, as distinguished from school supervision in general, are predicated on a special Christian view of education, emphasizing the unique value, diversity, and personal growth of pupils and teachers alike within a mutually caring Christian community. Accordingly, an approach is developed for combining four different kinds of supervisory support, depending on the needs of the teachers. The first, "clinical supervision," is a systematic program of intensive support to help beginning teachers improve professional skills. The supervisor visits classrooms frequently, reviews plans and objectives, analyzes data, and confers regularly with the teacher. The second, "collaborative professional development," involves small groups of teachers working together for their mutual improvement. The third, "self-directed professional development," is a process by which a teacher systematically plans and carries out a professional growth program. The fourth, "administrative monitoring," involves brief but systematic classroom visits by administrators to assess the educational climate and informally evaluate programs. Remaining chapters are devoted to strategies for implementing this differentiated program and to a resource guide to Catholic educational administrators throughout the country. A bibliography is included. (TE)