This paper presents findings of an ethnographic study of a school district's Staff Development, Supervision, and Evaluation Program (SDSEP). Data were gathered through interviews, observations, participant observation, analysis of kinesics and proxemics, semiotic analysis of discourse, unobtrusive measures, and analysis of official documents. The study sought to: (1) clarify the identity, origin, and mission of SDSEP; (2) define the image of SDSEP as perceived by teachers and administrators; (3) evaluate the congruence between the program's implementation and stated mission; (4) evaluate SDSEP as a concept; (5) evaluate the internal consistency of SDSEP; (6) evaluate program implementation; (7) evaluate the program in five schools; (8) provide a more complete picture of the full implementation of the program, following an evaluation of the pilot; (9) offer recommendations as to the continuation and nature of the SDSEP committee; (11) suggest program changes; and (12) suggest directions for future research. The paper discusses four core issues that emerged from the data--power, professionalism, information, and democratization. A conclusion is that the school district made strides in the development of interrelated components of evaluation, supervision, and staff development. However, there was a crucial need to educate all teachers and administrators in the value of the program, so that they would embrace its spirit and not simply engage in compliance. The appendix contains documents from the program notebook. (LMI)