This document reviews the attributes of instructional effectiveness and supervisory practices in special education and examines the extent to which these attributes and practices are used as criterion measures for supervising instruction. The document prescribes and recommends exemplary practices that supervisors in special education ought to engage in to effectively supervise special education instruction. The first section reviews research on teacher effectiveness, identifying teacher competencies that can be used to assist in designing criteria and standards for supervising special education instructional personnel. The first section also reviews research on effective supervisory processes. The second section describes the current status of supervision of instruction in special education programs. An analysis is conducted on a sample of special education supervisory and evaluative instruments and processes to determine whether these instruments and processes contain effective components. The third section identifies and describes selected exemplary models and practices currently in use in local special education programs. Lastly, the document presents implications for supervisory personnel on the effective supervision of instruction. An appendix provides copies of five exemplary supervision models and observation instruments. (Contains 25 references.) (JDD)