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Abstract
Educational supervision sessions, using a contemporary problem-solving model between a field teacher and three students, were content-analyzed for information on how time was allocated for the students' direct practice, problem-solving activities. The first, third, and last supervisory sessions were examined for changes in focus over time. The analysis indicates that the majority of time in all sessions was spent in understanding clients' problems. The findings indicate areas where further conceptualization and research in educational supervision are needed.