This essay proposes a responsive research agenda to examine relationships between supervisory inquiry and practice on one hand, and teaching and learning on the other. The agenda first calls for policy-oriented research that examines the implications of state-mandated educational changes on supervisory practices and commensurate teaching and learning. Legislated learning and the career ladder are discussed as examples of trends toward centralization, respectively, of curriculum and personnel policies. In both instances, research is needed to inform the decision-making process at the macro level. The second major focus of the agenda is a call for research that seeks to scientifically match existing and evolving supervisory techniques and practice models to unique professional practice situations. Examined as examples are (1) bureaucratic versus professional evaluation of teaching and (2) contingency versus "one best way" approaches to supervision and teaching. Intended here is micro level research designed to advance further the science and art of supervision, by providing cognitive "maps" that will help supervisors deal with the full range and variety of practice situations. References are included. (TE)