The purpose of this paper is, in providing education as one of the universal and basic humanrights and public service, to reach synthesis through examining the aim and functions ofsupervisory behavior in education from the historical perspective and to make an analysis fromthe perspective of what should be done.The education initiative with its non—profit aspect is also public service and its aim is tomake the individual be free. For education to realize this aim is only possible with vocationalguidance and aid, provided at the wanted and needed time and location, applicable to all levelsof education. The means of this is supervision and evaluation system.Supervision is coordinated technical and social process affecting many aspects of the educationprocess. Collective and effective use of the educational resources includes critical analyses anddevelopment of cases and factors that affect leaming and teaching process. According to thisthe functions of supervision is case analysis, (diagnosis), evaluation and development.In education system supervisors, expected to be advisors and mentors during vocationalaid and on the job training, besides their supervision service, their submitting inspectionand investigation services makes their providing vocational aid and creating trustworthycooperation environment harder. On the other hand, the global capital views education asprofitable investment area and this urges the governments to generate new liberal policies inorder to let the private sector use education. In the recent years in Turkey with the regulationson the public sector and with regulations done as part of the new configuration of the educationsystem with the secondary legislation numbered 652 the aim and functions of the supervisorybehavior in education are reshaped in order to serve on behalf of the aims of global capital.