All English as a Foreign Language (EEL) teachers, regardless of being native or non-native speakers of English, can benefit from instructional supervision to improve theii* instructional planning, their teaching performance and their means of assessing student learning. Florez-Tighe (1985:1,2) qualifies the importance of instructional supervision as ’’unquestionable” and further states that whe^n properly implemented instructi onal supervision can faci]itäte staff development, improve the instructional program and stimulate effeciive curricu]urn development. The purpose of this study is to describe a model of instructiona] supervision which can be used to improve leaching/1 earning at BUSEL. The model aims at eliminating the negative feelings built-up against any form of observation among teachers and establishing a positive? attitude toward observation which is carried out for supervisory purposes and by generating an atmosphere of trust in the process. The model is designed to encourage sharing of ideas and deve?lop supportive interaction among the teachers and between the teachers and the administrators.