The image of a professional artist carrying a large, bound portfolio of her work is familiar enough to us, and it is an image that readily comes to mind when one mentions portfolios. But what image comes to mind when one speaks of teacher portfolios? How should teachers present collections of artifacts in tended to capture the essence and quality of their performance as planners, in structors, assessors, classroom managers, and as contributing members of the profession? We suggest that effective portfolios are deliberately structured to allow for both accountability and creativity. There are, therefore, some very practical questions to consider when developing teacher portfolios. In this chapter, we answer several of those key questions both for teachers and for ad ministrators who may be responsible for developing a portfolio program:
♦ What is the role of performance standards in developing portfolios?