Supervision, one of the core components of clinical teaching, remains in many ways the most obscure. As teachers and scholars, we rarely have insight into our colleagues’ supervision techniques and strategies as compared to seminar sessions and case work, which can be public in more obvious and less intrusive ways. This session will explore our work to rethink supervision for a current generation of clinical faculty. How should faculty conceptualize supervision sessions, both individually and over the course of the clinic experience? How do we break out of the directive/nondirective binary that infuses discussions of supervision? How do we define the relationship between supervisor and student so that both understand what to expect? What steps can we take to remedy the overarching, conservative framework of legal education in the context of supervision? This concurrent session will surface these questions and others, guided by clinical faculty who have actively sought to reform supervision approaches. Presenters will discuss their research and approaches to rethinking and updating supervision practices. After small group discussion, participants will discuss their own experiences with supervision, sharing strategies and challenges they have encountered. Collectively, the participants and presenters will develop takeaways to update supervision practices, identify shortcomings and structural impediments, and highlight how public interest lawyering accommodates (or fails to accommodate) the needs of clinical students amid larger challenges for clients.