We seek congruence between education and supervision. As the education changes, so does supervision. In this paper under the six premises regarding the role of psychology in supervision, that is, (1) Psychological principles form an invisible foundation of supervision, (2) Congruence in psychological orientation will improve instruction, (3) Personal decisions are based on individual psychology, (4) Communication occurs on a verbal and nonverbal level, (5) Psychological stress inhibits cognitive functioning, (6) An individual\'s psychology is influenced by the larger system in which he or she is a part, the influence of psychological thoughts on the past, present, and future of modern instructional models was explored. As for five schools of psychological thought, (1) behaviorist, (2) psychoanalytic, (3) humanistic/existentialist, (4) cognitive, and (5) systems theory were briefly reviewed. As for the modern instructional models, the original models, technical/didactic models, artistic/humanistic models, developmental/reflective models were explored, along with their psychological roots. In conclusion supervision as mediation of professional and organizational development were suggested. And as for the role of supervisors, as social ecologist building a community where collaborative culture prevails, promoting work culture where reflective practice is offered , increasing the capacity of the system through the combination of collectivism and individualism were mentioned.