Veteran supervisors, having matured in their professional role, often reach a plateau and may have trouble advancing beyond it. The field of supervision, its advocates and theorists, is partially responsible for this state of affairs. This responsibility also must be extended to the wider contexts within which supervisors and teachers work, however. Theorists’ promotion of models of supervisory practice as panaceas, and practitioners’ overreliance upon such models limits the horizon of possibility of what supervision may accomplish. This is the ‘mindscape’ of supervision (Sergiovanni 1985).