The personality of the individual admitted into training as a prospective teacher is a key factor in successful training. The person should possess the characteristics of an effective teacher, and admission to a school of education should, in part, be based upon an assessment of these criteria. These personal characteristics include the ability to cope with problems, persistence and a sense of responsibility, an understanding of the importance of human relations, a positive self-concept, ability to communicate well, flexibility of attitudes, and a well-informed mind nourished by a liberal education. Exemplary teacher behaviors are of primary importance and form the common base for a professional teacher education program. The preparation of teachers must be centered in school settings. The techniques of instructing children can be best learned when the student discovers problems of instruction from practical experience and then seeks solutions to those problems. The obligations of the cooperating classroom teacher involve increased responsibility for the student's progress and a close working relationship with the college supervisor. The role of the supervisor is different from that traditionally assigned. This person does not evaluate performance but rather maintains a continuing, supportive dialogue with the student teacher to develop the capacity to recognize personal and professional deficiencies that must be overcome. (JD)