This paper presents a transformational philosophy of educational leadership, with a focus on the practice of supervision. The paper defines and outlines the purposes of both leadership and supervision. It discusses multilevel social forces that affect leadership for K-8 schools and examines four dimensions of leadership--knowing oneself, the followership, the task, and the situation. The four dimensions of supervision include knowing one's supervisory beliefs, helping followers to know themselves, helping followers to know the tasks, and helping followers to know the situation. In general, supervision is an ongoing interactive process intended to improve teacher instruction and student learning. Supervision aims to affect individuals' higher order needs and activities. The main process indicator identifying transformative supervisors is the extent to which reflective inquiry is demonstrated among their staffs. (Contains 18 references.) (LMI)