This paper holds that the "supervisory" function should be basically one of teaching teachers rather than evaluation of teaching styles, with the consultant on teaching guiding a teacher in the systematic analysis and modification of his teaching performance through a systematic decisionmaking process. In the first half of this paper supervisory procedures are suggested for a new model which would serve this function of facilitating teaching. A theoretical approach to the analysis of teaching is discussed which includes analysis of self, learner, content, and conditions of learning. The operational systems which have been developed to categorize teaching into discrete behavioral acts observed in the classroom are described. The remainder of the paper analyzes supervisory procedures which have been effective in modifying teaching behavior in the desired direction. Specific supervisory skills required for various conference strategies are outlined: establishment of pre-conference set, provision of feedback, selection of focus, provision for discrimination training, provison of a model of teaching behavior, and provision of closure. The use of the microteaching sequence, of video-tape feedback as a common frame of reference, and of models of teaching behavior are all discussed with reference to their use in the teacher-supervisor conference format. [Not available in hard copy due to marginal legibility of original document.] (JS)