Although the role of the supervisor in education is seriously being challenged by complicated social forces, and the traditional method of simply observing or inspecting classroom performance has lacked guiding conceptual frameworks, the solution does not lie in the election of supervisory representatives or committees, but rather in an intensive reconsideration of supervision. To achieve a comprehensive curriculum design that brings the personal demands of students into greater congruence with the needs of society, the reform of supervisory education must include proficiency in three areas of knowledge: the technical skills of macro- and micro-curriculum design, the theory and practice of implementation of change in human organization, and the substance and techniques of systems analysis. Organization development--the fusion of these three areas on a practical problem--is needed on several fronts. A supervisor with extensive preparation in his subject area will hopefully have acquired, through field preparation, such crucial skills as analyzing functions, improving communication, resolving conflict, and facilitating leadership and change within groups. (MF)