Materials from a training session on assessing teaching effectiveness via a clinical supervision model are presented. The historical development of classroom observations and instruments is summarized, and the five-step method of clinical supervision (Goldhammer, 1969) is detailed. One step toward the improvement of classroom instruction through clinical supervision is using a goal-setting conference to identify areas in which improvement is needed. Skills for developing instructional supervision, particularly in learning to distinguish between descriptive and judgmental statements, are also reviewed. Guidelines for good conferencing and questions for preobservation and postobservation conferences are given. Also included are worksheets for planning instructional improvement, writing a progress report, and conducting a self-assessment of conference skills. Strategies for analyzing and evaluating teaching effectiveness are listed. Objectives and worksheets are include for: (1) lesson design and development; (2) alternative strategies for teaching concepts; (3) alternative strategies for teaching generalizations; (4) alternative problem-solving strategies; (5) analysis and evaluation of teaching effectiveness through a microteaching lesson presentation; (6) a developmental performance rating scale for evaluating course assignment products; and (7) analysis and evaluation of the clinical teaching experience. Attachments describe the Reflective Inquiry Teaching Teams Project, with the help of three figures. (SLD)