This report describes teacher response to selected aspects of supervision as it exists for teachers in grades one through four in one Georgia school system. Teachers were surveyed to determine their responses to assistance provided by a supervisor to individual teachers or groups of teachers through activities relevant to teacher development, curricular concerns, or instructional problems. They were also surveyed to determine their use of, and attitudes toward, professional development activities. The following questions provided the conceptual framework for this project: (1) Do teachers perceive supervisors and other avenues of assistance as being available? (2) Which direct assistance services are requested most by teachers? (3) From whom do teachers request these direct assistance services? (4) Where do teachers go for instructional resources? (5) Which type of supplemental resources are most used by teachers to improve classroom instruction? (6) How are supervisory services provided to teachers? (7) How valuable are the services provided to teachers? (8) How often are teachers involved in formal professional development activities? (9) How often are teachers involved in informal professional development activities? and (10) How much time do teachers contribute to voluntary informal professional development activities? The answers to these questions decribe current supervisory practice, and can be used as information for general review or as baseline information to plan improvements in present supervisory services or staff development programs. The questionnaire on utilization of supervisory services is appended. (JD)