In recent decades, practicums became necessary to ensure that teachers received quality training. While the student teacher is learning, the supervising teacher plays a crucial role in the practice setting. Major changes recently affecting the orientations of teacher training (Government of Québec, 2001) made the role of the supervising teacher more complex and extended their duties. Supervising teachers must be ready to assume the major responsibilities associated with the role. This article examines a work group study that designed a frame of reference for supervising-teacher training. The presentation of the frame of reference is preceded by contextual elements, a brief survey of the literature about supervising-teacher training, and some precisions on methodology. The frame of reference suggests three priority orientations for the training and five skills the supervising teacher must have. The development of competencies is located at a higher level of abstraction than that of behaviour, knowledge, or abilities to master.