Cooperating teachers play important roles in student teachers' development as educators. The purpose of this study was to develop a measure that enables systematic investigation of the actions and interactions of cooperating teachers during student teaching. Three sets of educational standards lent focus to this work. The measures developed were based on the five Core Propositions of the National Board for Professional Teaching Standards, ATE Standards for Teacher Educators and the Performance Outcomes from the ATE Standards for Field Experiences in Teacher Education. The development of the measures occurred in a series of key phases. An initial pool of items based on each set of standards in education was developed for the instrument. Ten student teachers were then engaged in cognitive interviews which focused revisions to promote the clarity and suitability of the developing instrument. The revised items were then sent to panels of experts for feedback. The responding experts examined the items and provided feedback that included whether the items accurately represented the Standards intended. After revisions based on expert feedback, cognitive interviews were conducted with thirteen student teachers to determine whether the items were clear and suitable to student teachers after the revisions based on expert feedback. Student teachers participating in the cognitive interview process identified the items as clear and suitable for student teachers. Each panel of experts identified the items as clear and accurately representative of the Standards intended. After the second round of cognitive interviews, the revised instrument was distributed to teacher preparation programs. Respondents included 407 student teachers seeking initial teaching licensure through enrollment at one of the eleven participating Ohio Institutions of Higher Education. Each student teacher completed items relating to their cooperating teacher's modeling of Core Propositions, enactment of ATE Standards for Teacher Educators, and helping the student teacher learn to demonstrate Performance Outcomes from ATE Standards for Field Experiences in Teacher Education. Student teachers also provided demographic data. Data relating to item development and revision were analyzed by examination for themes in responses from student teachers and experts in each set of Standards. A Principal Components Analysis (PCA) was used to identify the interpretable underlying structure existing among the variables. Six dimensions, which explained 67.349% of the variance, were identified. The identified dimensions were examined and each identified scale was named. Calculation of Cronbach's alpha coefficients for identified scales was employed to identify the internal consistency of each of the newly developed scales. The scales identified were "Modeling of Quality Classroom Pedagogies with P-12 students" (alpha = 0.952) , "Use and promotion of reflection in learning environment accepting of the candidate" (alpha = 0.956 ), "Dedication to cooperating teaching through use of research, collaborations, and professional development" (alpha = 0.960 ), "Promotion of candidate understanding of/effective action involving connections between key components or stakeholders in education" (alpha = 0.932 ) , "Modeling of collaboration with others relevant to p-12 student learning" (alpha = 0.834 ) and "Technology Orientation" (r = 0.620). Pearson- r correlations between each newly developed scale and two embedded adaptations of an existing measure of teacher efficacy were calculated to provide evidence of validity. In the first adaptation, the items were worded such that the measure reflected the responding teacher candidate's perception of how his or her cooperating teacher would respond to each efficacy item. In the second adaptation, the items were worded such that the measure reflected the responding teacher candidate's perception of his or her own teacher efficacy. At the p less than 0.01 level of significance, each new scale is positively correlated with the existing measure that was adapted to reflect the student teacher's perception of his or her cooperating teacher's self-efficacy. At the p less than 0.01 level of significance, each of the subscales, except Cooperating Teacher Technology Orientation, has been shown to be positively correlated with the existing scale as adapted to describe the teaching self-efficacy of the responding student teacher. Significant positive correlations to the adaptation of the existing measure which focused on perceived cooperating teacher efficacy suggest validity of the newly developed scales. Results from this study and follow up research enable enhanced understanding of cooperating teachers' roles and action while working with student teachers. Additionally, this work promotes dialogue between entities related to teacher education and provides an opportunity for student teachers to reflect and provide feedback on key elements of their student teaching experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]