The introduction of teaching portfolios requires institutions to critically examine what they value, and what institutions value is ultimately reflected in their reward structure. Unfortunately, four-year colleges and universities on the whole reward research. Until this situation is changed, in actions as well as in words, teaching will always take a distant second place to publications, grants, and the other public marks of the researcher. A critical first step to recognizing and rewarding good teaching is to develop effective ways to assess teaching performance. Most portfolios incorporate a statement of the professor's philosophical beliefs about teaching and learning.
Philosophical beliefs shape, sometimes in subtle ways, human behavior.
When professors reflect on how a particular reading, a specific teaching style, or a particular assignment relates to their philosophy of education, they are examining deeply held convictions. Therefore, much of the remainder of the portfolio details how professors put their beliefs into practice in and out of the classroom. Most important, much of the portfolio should be devoted to reflection on how behaviors are congruent with beliefs. Most portfolios also incorporate a plan for altering behaviors found to be incongruent with the professor's philosophical assumptions about teaching and learning. And the portfolio should incorporate a strategy to assess the appropriateness and success of the new behaviors.