The Portfolio Process, piloted by the University of West Florida and recently mandated by the Florida State Board of Education as the central element of the Florida Beginning Teacher Program, is a model for professional development of teaching competence. The portfolio is both a product and a process. As a product, the portfolio is a personalized compilation of information from multiple sources. Each piece of data included is placed in the notebook as a means of representing the individual's teaching competency and/or work toward increasing competency. The portfolio as a process includes three stages within a given cycle: (1) collection of data to support teaching competence; (2) review and analysis of data by a support team; and (3) commitment to a plan of action by the teacher. During the data collection stage of the process, each participant analyzes his own strengths and needs in each competency area, makes decisions concerning where and how the work begins, and collects data from various sources. During the second stage, the teacher presents evidence of competence to a support team who, in conferences with the teacher, reviews and analyzes the data. The final stage involves the teacher and support team agreeing on a plan of action for the teacher. This three-stage process is repeated until the desired level of competence is reached. (JM)