Attention is focused, in this article, on the dilemmas of the supervisory role and the shift from a bureaucratic to a collegial culture. This article, based on practitioner reflection, provides anecdotal evidence to support the move from a bureaucratic culture to a collegial one. The author documents a basic conflict he has experienced which hindered his ability to function effectively. Specifically, the article explores an unresolved dilemma between the necessity to evaluate and the desire to genuinely assist teachers in the instructional process. This problem, although seemingly intractable, can, in fact be mitigated through more collaborative efforts which strive to foster participatory democratic leadership. These efforts are discussed.
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