One of the interesting questions that seek immediate answer is: What is effective teaching, and how can teacher supervisors inspire and support it? Traditionally, effective teaching was defined in terms of a behaviorist model. Recently, constructivist theory has resulted in new directions and definitions of effective teaching that have overarching impact on the ways in which instruction is planned, delivered, and assessed. While a great deal has been researched, learned, and written about constructivist practice (Bereiter & Scardamalia, 1985; Bransford & Vie, 1989; Bruer, 1993, Anderson, 1995, Perkins, 1995), questions remain related to the best ways to support teachers in their implementation of constructivist processes in classrooms. There is a generalized sense of dissatisfaction and doubt among teachers and supervisors alike regarding the effectiveness of teacher supervision (Blumberg, 1980; Garman, 1982; Clark, 1998; Glantz & Neville, 1997)