Abstract
The purpose of this study was to examine, and to consider improvements to, the supervision of beginning teachers in one Canadian province, during the 3-year transition phase into formal teaching. This phase spans the period from their college-based extended-practicum experience in the schools through to the end of their probation term, prior to their achieving tenure with an employing school division. The existing supervisory practice, as conducted both in the college's practicum program and in the province's school division, was compared to that recommended in some of the current reform literature related to North American teacher education. In the light of this three-way comparison, implications are drawn to encourage the groups involved in this transition period to strengthen their recently initiated collaborative efforts in supervision.
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