This book suggests that portfolios can become a new kind of credential of competent and effective teachers. The book includes 5 parts with 16 chapters. Part 1, "Prologue," offers: (1) "Portfolio Possibilities: Validating a New Teacher Professionalism" (Nona Lyons) and (2) "Teacher Portfolios: A Theoretical Activity" (Lee Shulman). Part 2, "Emerging Portfolio Practices: A Sampler," includes (3) "Creating a Portfolio Culture" (Dennie Wolf); (4) "Mentoring Portfolio Development" (Helen Freidus); (5) "Learning from Looking" (Steve Seidel); (6) "Reflections on the Use of Teams to Support the Portfolio Process" (Carol Lynn Davis and Ellen Honan); and (7) "Constructing Narratives for Understanding: Using Portfolio Interviews To Scaffold Teacher Reflection" (Nona Lyons). Part 3, "The Tensions: Portfolios for Professional Development or for Assessment?", offers: (8) "Portfolios in Teacher Education: Technical or Transformational?" (Jon Snyder, Ann Lippincott, and Doug Bower); (9) "Experienced Teachers Construct Teaching Portfolios: A Culture of Compliance vs. a Culture of Professional Development" (Lee Teitel, Maria Ricci, and Jacqueline Coogan); (10) "The Portfolio Question: The Power of Self-Directed Inquiry" (Grace E. Grant and Tracy A. Huebner); and (11) "A Post-Tenure Review Portfolio: A Collaborative Venture" (Larry Cuban). Part 4, "Judging and Validating Portfolio Evidence: Warranting a New Vision of Teacher Professionalism", includes: (12) "Anatomy of a Portfolio Assessment System: Using Multiple Sources of Evidence for Credentialing and Professional Development" (Walter H. Kimball and Susie Hanley); (13) "Rethinking Validity for the Assessment of Teaching" (Pamela A. Moss); (14) "When the State Mandates Portfolios: The Vermont Experience" (Richard H. Dollase), and (15) "The Case of the Missing Portfolio Entry: The Moral and Ethical Dimensions of Teaching" (Gloria Ladson-Billings). Part 5, "Epilogue," includes: (16) "Portfolios and Their Consequences: Developing as a Reflective Practitioner" (Nona Lyons). (SM)