The traditional supervision practice is illustrated where a supervisor performs methodological support for a young teacher. It is proved that this kind of practice neither creates a teacher subjective position in his/her development nor "fixes" him/her at the position held. As an alternative, another organizational way of supervision is suggested - supervision at modern innovative school as an activity-support of a teacher in educational innovative fulfillment. The q concepts of co-operation and open professionalism of a teacher are highlighted as methodological basic of supervision. It has been shown that professional development support of a young teacher at school is a cooperation of the variety of models (authoritarian, leadership, partnership) co-operation of a supervisor and supervisee and different types of supervisors (methodist, navigator, tutor, implementator, researcher). 

Keywords: supervision support, co-operation, navigator, tutor, methodist, educational innovations, professional development. a