Portfolios, when used in the ways described in this Handbook on Teacher Port folios, can help teachers monitor and improve their own performance, can assist administrators or peer evaluators in acquiring a fuller and more accurate por trait of teacher performance, and, ultimately, can benefit students in improved instructional delivery and learning opportunities. Portfolios have been used ex tensively with students for the same reasons that they appeal to adults. They of fer a more personal, constructivist approach to documenting, reviewing, and guiding one's own learning. They are a means of linking and critically examin ing both the processes of your teaching and the student products that result from your efforts. They offer a means of making clear the instructional relation ships among lesson plans, assessments, and student work.