The primary purpose for evaluating novice teachers is to improve their performance. The paper presents a model for assessing and assisting novice teachers to have a broad variety of professional learning experiences, to acquire a wide repertoire of teaching competencies and skills, and to gain familiarity with the language and norms governing both professional and social interaction among the members of the teaching profession. The types of support are: (1) providing mentors/supporting teachers; (2) establishing a network of collegiality; (3) establishing self and/or peer evaluation programs; (4) promoting reflective practice; and (5) using a portfolio system of documentation. Although beginning teachers might be well-prepared in content and theory, they still have much to learn about putting their knowledge to work. With the support and assistance provided by this model, enthusiastic novices could improve their teaching competencies in a relatively short period of time. (Contains 18 references.) (ND)