Most Australian teachers do not hold traditional methods of supervision in very high regard. A more acceptable form of supervision, clinical supervision, utilizes the information gathered from classroom observations to allow the teacher to gain a wider perspective on his or her own performance under non-threatening conditions. A limited survey, conducted in the Geelong region of the Victorian Education Department in Australia, attempted to determine what teachers understood supervision to mean, what kind of supervision was actually occurring, how teachers felt about supervision, and what teachers would recommend as effective supervisory methods. The study revealed a diversity of opinions about what type of supervision is occurring in schools as well as what should be occurring. There was ambivalence about the use of inclass observation. The survey revealed that systematic classroom observation was not a widespread activity. Another project, Project CLINSUP, used clinical supervision and classroom observations on a deliberate, extended, and intensive basis with teachers. Participants felt that clinical supervision was personally useful and fostered a collegial relationship between supervisor and teacher. Convincing teachers of the utility of classroom observation as a part of clinical supervision would seem to depend on the persuasive powers of other practitioners who have had positive experiences. (Author/JM)