The purpose of the study was to develop a proposed in-service program for cooperating teachers who supervise student teachers. Forty-one cooperating teachers for the Home Economics Education Department of Oregon State University rated the competencies of a good supervisor of student teachers. Also, 17 heads of home economics teacher education departments in universities and colleges suggested what preparation and on-going help cooperating teachers should have. An analysis of the data revealed that the department heads believe a formal graduate course in supervision was a necessity. In addition, seminars or workshops at regular intervals were also deemed important for updating. It was learned the majority of the respondents had never had a course or in-service training in supervision other than cooperating teacher seminars and a large number felt themselves deficient in many areas. It was found a number of the cooperating teachers experience common problems, such as: methods of evaluation, techniques in developing ability within the student teacher to express and use her own ideas, need for a class on supervision, ways of being more helpful in general to the student teacher, how to effectively guide the student teacher without doing too much for them and help the student teacher build self-confidence. The respondents were asked to rate 30 competencies of cooperating teachers. Twenty-nine competencies were rated by the majority of cooperating teachers as being "important" or "very important." Using the data in the study, a proposed in-service program was outlined and methods by which it could be taught
