A comprehensive analysis of the relationships between the characteristics of cooperating teachers and teacher and student outcomes. These relationships are quite malleable; as noted previously, some states have specific requirements for the characteristics of cooperating teachers, and all have the regulatory authority to specify such requirements (Education Week, 2010). Moreover, TEPs and school systems specify requirements in memorandums of understanding that outline, among other things, the role of cooperating teachers when teacher candidates student teach in particular districts. Thus, TEPs and states can design policies to influence the selection of inservice teachers to serve as cooperating teachers—and the future outcomes of teacher candidates and their students.