One goal of the teacher's professional portfolio is to describe the full range of abilities and document effective teaching over an extended period of time. In this article we discuss the procedure that teachers can use in developing their own portfolio assessment to help generate data for making decisions about teaching performance. The development of a teacher portfolio requires planning, time, organization and cooperation from students, colleagues, parents and supervisors. The format of the portfolio may vary from individual to individual and be based upon personal preference. Organizations and contents of the teacher portfolio are suggested. Questions and associated lists of teaching artifacts are discussed based on the authors' experiences as early childhood classroom teachers and university professors. The answers to these questions will guide the selection of activity-generated products to best represent the essence of the teacher performance.