Although others including colleagues, supervisors, and administrators may offer valuable stimulation and assistance, teachers must engage in self-assessment and evaluation if meaningful professional growth is to take place. For teachers, self-evaluation begins with reflection. Reflection helps teachers to learn who they are as teachers and to be aware of how they teach. Over time, reflection significantly affects and directs professional choices and directions. The portfolio process can prompt teachers to reflect on themselves and their practice on a regular and continuing basis.
Portfolios also have value as facilitators of shared or collaborative evaluation .
Student teachers, interns, school and university personnel work together in the portfolio process. By means of their portfolios, it is possible for teachers to demonstrate the knowledge, skills, talents, and interests that contribute to their unique teaching qualifications. 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.