In the first section, there is a discussion of the `Myths of Supervision.' Many of the myths encouraged me to confront my images of what the `ideal supervisor' should be. The book then looks at a developmental perspective of supervision. I learned that just as with children, doing the same for each teacher, is necessarily not the best practice. The book helped me to think about how such things as age, experience, and education play into the employee's expectation of their supervisor helping to define the relationship.

The dance between supervisor and supervisee as describe in this book helped me to reach new depths in my search for continuous improvement. As a supervisor, I have become more mindful of my supervisory practice. As I implement supervisory changes, I have encouraged teachers to truly become `Reflective Practitioners.'

One of the great lessons learned from this book is the similarity between best practices with children and best practice as a supervisor. This parallel awareness helped me to understand that supervisors who help teachers maximize their potential will focus on: the relationship, allow teachers to learn from mistakes, ask pivotal questions to deepen understanding of topics they are exploring.

I recommend this book to Early Childhood professionals, who have supervisory responsibility, including: Principals, Head Start Managers, Child Care Directors and Head Teachers who may supervise. Many of us assumed these roles without formal training, yet this book will give us things to implement and much to think about.

Mary Lu Love, mllove@mediaone.net