Conscientiously prepared portfolios that illustrate teachers' competencies enable assessment and evaluation that is fair, meaningful, and grounded in authentic teaching activity. Portfolios also facilitate personal and collaborative goal setting . Goal setting is critical to effective evaluation in that it can be the primary means through which teachers shape their growth. Goals can be set individually or in consultation with others, usually those with more experience and or expertise. Through a cycle of goal setting, striving to meet those goals, recognizing achievement, and subsequently revising those goals or setting new ones, portfolio development can ultimately lead to improvement in teaching and generally advanced professional development.
Additional value is attributed to the portfolio itself, the product.
Each teacher's portfolio is a display of individual goals, growth, and achievement , as well as a testimony to acquired knowledge, and professional and personal attributes. Portfolios are unique and valuable means of communication between the teacher and others. Two of the most important times to use this means of communication are during practicum and in professional employment interviews. At these times, portfolios can stimulate thoughtful discussion about teaching, leading teachers to engage in compelling discourse regarding many aspects of their professional development. While portfolio presentation is not yet mandatory during employment interviews, portfolios are increasingly welcomed and there is reason to believe that in future they may be requested.