This report examines recent trends in the establishment of state-level policies for beginning teacher evaluation and supervision. The state role in defining the experiences and clinical preparation of beginning teachers increased substantially during the 1980s; there are, however, important differences in how states approach this responsibility. Summaries of state requirements are reported in the chart entitled "State-Level Policies for Beginning Teacher Performance Evaluation." The chart, which makes up the greater part of the document, was compiled from a literature review conducted in January 1990 and updated with feedback from state departments of education in 46 states and the District of Columbia during the summer of 1991. Due to the nonresponse of Maryland, Missouri, Nevada, and Utah, information for those states was based solely on a literature review. Following an introduction, the publication is organized into six sections: (1) The Extent of State Involvement; (2) The Nature of State Requirements; (3) Assistance or Assessment; (4) The Evolution of Professional Approaches to Beginning Teacher Evaluation: Early Efforts and New Directions; (5) State-Level Policies for Beginning Teacher Performance Evaluation (Chart); and (6) References. (LL)