Through the process of clinical supervision, systematic approaches permit effective change by the collaborative analysis of teaching. This guide's first section, "Beginnings," describes the process of clinical supervision. Emphasis is upon teachers working collaboratively to discover implicit teaching messages and to assimilate new approaches. Relevant feedback, which develops self-evaluation, ultimately promotes teaching improvement. Four stages comprise the cycle: (1) In a preobservation conference, teacher and colleague formulate understandings about concerns and the lesson. (2) During the observation stage, each participant strives to keep his or her part of the bargain. (3) During lesson analysis, significant patterns are uncovered. (4) Interpretations are shared in a post-observation conference. The second section, "Practicalities," interprets the process further and cites literature analysis. Methods of beginning clinical supervision are suggested: a pre-entry preparation, a pattern of sharing information, a canvas of student characteristics and previous learning, and the colleague's constructive assistance. Selected written records of classroom verbal events and diagrams of student-teacher interactions are provided. The post-observation conference sequence includes lesson reconstruction, inferences about identified themes, and commitment to continuation or change. A post-conference analysis of the process' efficacy has been considered a fifth stage. Two pages of references are appended. (CJH)