For decades, when budgets dictated teacher cutbacks, no judgment of instructional skills was required. No evaluation of student results changed the outcome. No one consulted a summative evaluation. Schools just went to the personnel file, determined hiring dates, and the last one in lost her or his chair. In the new political landscape, lawmakers are anxiously sponsoring legislation eliminating "last-in, first-out" policies. News reports would have everyone believe every untenured teacher, with just a few months of experience, is a "Teacher of the Year" candidate, while every tenured professional is a money-grabbing, lazy, incompetent leech on the public payroll. With such thinking, superintendents will be under pressure to retain less expensive "last-in stars" at the expense of more highly compensated veterans. In this article, the authors suggest the need for effective evaluations and great coaching strategies for beginning teachers. The principal who invests coaching time early will have a far better understanding of the needs of new teachers. The principal ought to acknowledge that becoming a teacher is a developmental process, that learning to teach is a process, the components of which cannot be digested in one sitting. One thing a principal should never signal, through words or actions, is that the last-in beginner is a budding superstar.