Teaching portfolios and pedagogical competence are integral to the scholarship of teaching and learning movement in marketing. As teaching portfolios lack a common organizing framework, we argue that taxonomies associated with pedagogical competence can be used for "reflection" and "development" of one's marketing pedagogy. Analyses of 42 teaching portfolio guides from 23 universities in the US reveal that the (i) recommended organization of teaching portfolios remains vastly dissimilar and highly fragmented and (ii) pedagogical competence framework is appropriate for the development and organization of teaching portfolios. We conclude with a discussion of the implications of this research for marketing education.