As we have seen, instructional supervision is an interactional achievement and more. It is also a thought process, and can be a thoughtful process, involving administrators, supervisors, teachers, parents, auxiliary staff and students in discussions about and changes in learning, on everyone’s part. To paraphrase Gregory Bateson’s (1972) notions, the system learns from the feedback it receives. All parts of that system can and should contribute to the feedback, to the input into decisions affecting the systems of which they are a part. To do otherwise would to be to deny and negate strides made in participatory decision making and democracy in schools. Just how to amplify the systems’ feedback and what such processes would mean for schools and those within them is the subject of this chapter.