There are gaps in teacher preparation in Nigeria, such as limited contents of teaching subjects as well as deficiencies in pedagogy and length of practice, which affect the quality of instruction in Nigerian schools. There is, therefore, need for the supervisor, who should be knowledgeable, committed and tactful enough to sense teachers’ failings, suggest appropriate solutions and evaluate the progress of corrective programmes, in order to achieve improved school instruction. This paper presents models to analyze the capabilities of individual teachers, schools and educational systems for supervising teachers for improved instruction in school.

KEY WORDS: supervisor, model, instruction, school programme, techniques, and supervision