ABSTRACT
Whether in preservice, evaluation, or professional development, the intents of the portfolio are to chronicle growth and development-to capture learning through artifacts that are representative of practice. Educators who use the portfolio to extend clinical supervision and peer coaching believe that people engage in more meaningful learning when they learn in the company of others and when they can concretely see the results of modifying practice. Portfolio supervision supports the ongoing study of the teaching process by the individual teacher, alone or with collegial or supervisory support.
