Throughout the literature, teacher education is often described as being based on a specific tradition, paradigm, or agenda. Examples of these descriptions include: behavioristic, personalistic, inquiry-oriented, social reconstructionist, academic, developmentalist, and social-efficiency. These approaches are closely linked to the "beliefs and assumptions about the nature and purposes of schooling, teaching, teachers, and their education that gives shape to specific forms of practice in teacher education." In order to educate teachers for these school contexts, there is a need to "realign supervision with an entirely different set of meanings and purposes." Supervision with the goal of social justice is committed to achieving equity within schools by providing support to preservice teachers as they begin to address issues related to demographic differences. Critical reflection is related to many of the purposes and assumptions described in the supervisory orientations related to social justice. It attempts to broaden the vision of reflection by encompassing concerns about "political/ethical principles underlying teaching and the relationship of schooling to the wider institutions and hierarchies of society" and often includes issues such as social justice, equity, and access. Critical reflection serves as a tool to question what has been taken for granted in schools and learn how to analyze how issues such as race, ethnicity, and culture influence students' learning experiences. The role of the supervisor for social justice is to guide or coach the preservice teacher through the process of critical reflection. Fostering critical reflection involves helping preservice teachers look closely at themselves through examining their specific teaching context and requires modeling by a skilled supervisor. Suggestions for the cultivation of teacher candidates' critical reflection were found in the multicultural, critical, and culturally responsive supervision literature. This information was then supplemented by searching the literature on critical reflection for techniques that supervisors could employ as well. Themes in the critical reflection literature included: critical reflection about self, critical reflection about context, and modeling critical reflection. (Contains 1 table.)