This paper introduces the concept of clinical supervision as a formative evaluation tool for "fine tuning" already familiar teaching techniques and explores the implications of ethnocentrism in using clinical supervision in Native Indian education. The underlying philosophy of clinical supervision is expressed as a strong humanistic perspective coupled with advisement regarding expertise in teaching. The clinical supervision cycle is explored and the foundations of a successful clinical supervision experience are examined. The two foundations are identified as a healthy supervisor-supervisee relationship, and an understanding of criteria of effective teaching. Problems with acceptance of clinical supervision are briefly mentioned in terms of traditional teacher resistance to summative evaluation. The Anglo perspective of "failure" of Native Indian education is presented as an example of an Angloethnocentric view of adaptive Native Indian culture and teaching and learning styles. The application of Anglo criteria of teaching effectiveness in Native Indian education is presented as the foremost obstacle to effective clinical supervision in Native Indian educational contexts. Cautions are emphasized with regard to practicing supervision from a limited, ethnocentric conceptual base. Finally, recommendations are presented regarding the acquisition of increased knowledge about and expertise in clinical supervision, and awareness of cultural bias. (Author/BRR)