Cooperating teachers, college supervisors, and student teachers must work as a team to plan student-teaching programs which will provide opportunities for evaluating teacher performance and subject matter competence and which will encourage individual teaching styles. The evaluation of student-teacher performance can be improved by three-way conferences in which the supervisor and cooperating teacher involve the student teacher in evaluating himself. Also, use can be made of an evaluation procedure like that suggested by Curtis and Andrews, in which the cooperating teacher supplies evidence to help the supervisor grade the student teacher. Promising trends in the supervision of student teaching include the use of a team of supervisors (a subject matter specialist and an education specialist), the provision of such "pre-student teaching" experiences as microteaching, and the employment of television, tape recordings, or formal systems (e.g., Flanders' system of interaction analysis) for the analysis of behavior during student teaching. Despite the improvements, the student teaching situation is far from ideal and can be further improved only through cooperation between the universities and the public schools. (JS)