Though induction literature traditionally recommends separating assistance and assessment, there has been growing recognition that assessment is integral to promoting and gauging teacher quality. This has led to increased interest in approaches to new teacher induction that meld support, development, assessment and accountability. This article provides images of mentoring from two well-regarded induction programs – the Peer Assistance and Evaluation Program in Cincinnati and the Santa Cruz New Teacher Project – that integrate assistance and assessment to promote quality teaching. This article highlights the possibilities and pitfalls of each approach.