This textbook, intended for graduate students in introductory educational supervision courses, draws on the research on effective schools, teacher and adult development, and supervisory practice, as well as on direct practical experience, to provide information that supervisors can use to help their schools be more successful. The term "supervision" is defined as "the school function that improves instruction through direct assistance to teachers, curriculum development, inservice training, group development, and action research." The material presented is intended to spur thought and provide supervisors with information about ideas and practices that can be selected and modified for use in accordance with local school situations. The book is divided into six parts that are further subdivided into 19 chapters. The first part is an introduction to the concept of supervision and to the organization of the book; part 2 is devoted to essential knowledge needed for supervision; part 3 deals with interpersonal skills; part 4 explains the technical skills supervisors need; and part 5 discusses the application of the knowledge and skills described to the tasks of supervision. The sixth and final part suggests ways of applying knowledge, skills, and tasks to integrate individual needs with organizational goals to achieve instructional success. Each chapter is followed by recommended academic, field, and developmental exercises and by a list of references. Seven appendixes address personal educational philosophy; skill practice in nondirective, collaborative, and directive behaviors; the initiation of peer supervision; behavioral-objective curriculum; and webbing curriculum. Author and subject indexes are provided. (PGD)