This paper describes collaborative university/school district teaching supervision approaches in which fully-released public school teachers shared student teaching supervision with college supervisors in three program areas: mathematics, English instruction, and elementary education. Six teachers, all fully-released from their teaching responsibilities, had been serving as mentors to first year teachers participating in an induction program and helping experienced teachers in an assistance program. These responsibilities comprised half of their load, allowing them to supervise student teachers on a half-time basis. Three supervised in the elementary education area, two in secondary mathematics education, and one in secondary English education. The shared supervision was implemented differently in each program area. The advantages of the shared supervision approaches in each of the areas are discussed. (JD)