Criteria that emphasize humanistic competencies directly related to the accepted role objectives of the student teaching participants--student teachers, college supervisors, cooperating teachers--are developed and stated. First, the clinical student teaching experience in general is discussed including role perceptions of the cooperating teacher and the college supervisor, problems, priorities, and the question of competencies. Next, the student teaching triad is treated by the introduction of a new educational term, "psychooperation." Third, suggestions are made for training in humanistic competencies. The final section offers a brief look at change expectations. (MM)