The greater potential for portfolios, however, possibly lies in their use for professional development either in conjunction w ith evaluation or as a separate activity. Portfolios provide an opportunity to "freeze" teaching moments and extract them from the daily routine of teaching for closer examination and anal ysis. Through thoughtful reflection, teachers become more aware of their as sumptions about learning and their instructional effectiveness. Awareness of practice and how to improve it are considered prerequisites for the capacity to grow professionally.1 The portfolio is an ideal vehicle for facilitating the devel opment of awareness about teaching and thus enhancing the capacity of the teacher to grow professionally, especially when it is reviewed and discussed w ith supervisors or colleagues. Through a process of analysis, reflection, and dialogue w ith others, areas for future development can be identified. The port folio, then, becomes a tool to chronicle efforts to modify practices, materials, or ways of thinking about a particular instructional concern over time.