Counseling supervision has often been conceptualized as an extrapolation of counseling theory to the supervisory context. As a learning context central to the professional development of counselors distinctly different from counseling, this scope of supervision limited the supervisor's ability to deliberately enhance supervisee growth. Although various models have been proposed to assist supervisors in conceptualizing the unique dynamics of counselor development, the models have done little to articulate a pedagogy in facilitating supervisee skill enhancement, self-awareness, and integrated professional and personal identity related to the roles and tasks of professional counseling. Furthermore, the supervision literature has done little to integrate the training practices of counselors and educators who have disparate perspectives on their roles. This paper, proposes a trainee supervisory model grounded in a collaborative teaching and research effort with educational leadership and school counselor trainees (N=16) at a graduate university. The design and results of this collaborative training project are presented. An overview of the synthesized professional supervision model addressing the learning and training needs of professionals across disciplines and grounded in the process of this collaborative experience are proposed. (Contains 6 references.) (MKA)