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The selection of supervision models from the point of view of practitioners has become overwhelming, especially within the contextual forces of a school or school system. The purpose of this study was to use multidimensional scaling (MDS) to describe four theoretical models of teacher supervision (clinical, artistic, technical, and reflective) empirically on common dimensions. Seven graduate students in a class on supervision and the professor completed a questionnaire asking them to: (1) rate the similarity between pairs of models of supervision; and (2) rate the importance of various adjectives in describing these models. The information from this questionnaire was used to perform an MDS scaling analysis. Two dimensions were found to distinguish among the four models of supervision. An MDS approach may facilitate the development of empirically based descriptions of these various models. However, additional research would be necessary. (Contains 2 tables, 1 figure, and 15 references.) (Author/SLD)