In an effort to develop a contextually-based evaluation of teacher competence, a three-year study was undertaken that focused on the classroom practices of beginning science teachers and beginning science teachers' perceptions and reflections of the teacher competence evaluation. Data related to instructional skills and changes in the growth of instructional skills was analyzed and suggests that beginning teachers transmit content knowledge to students. Only in a few cases were the teachers observed using the most appropriate instructional practices. Results of the study suggest that assessments of teacher competence from beginning teachers should be systematically collected and used for establishing the validity of any teacher evaluation instrument. (Contains 29 references.) (Author/DDR)