The fi rst period of teaching is the critical stage for teacher’s professional development. Therefore, beginning teacher evaluation system plays an important role in the teacher’s professional development. By literature analysis, this study reviews the current system of Teacher Evaluation for Professional Development (TEPD) in Taiwan with its status, strength and weakness. This study analyzes the characteristics of the beginning teacher evaluation system in USA and England (background, purposes, standards, procedure and application) for future reference. Followings are the results: the need for an implementation of different evaluation systems to improve the professional development of new teachers; the need of working out the standards to measure the performance of beginning teacher; the need of a comprehensive evaluation process covering professional development and performance assessment; one has to design a complete evaluation procedure, including communication and claim mechanism; the need of a budget for more supplementary measures and resources; and the need of collaborate theory and practice guiding empirical research and evaluation.