While the concept of the teaching portfolio is variously defined, portfolios generally provide the opportunity to display teaching abilities and accomplishments, as well as reflect on one's teaching. In using teaching portfolios, the departmental chairperson must create a climate in which faculty understand that putting together a portfolio will not put them in jeopardy and will bear fruit. Creating this climate involves five steps. Chairpersons must surrender some of their control over the evaluation process to allow faculty to create their portfolios; guide the department in appropriately defining good teaching; reassure faculty regarding concerns over potential misuse of the portfolio or time to compile one; create an atmosphere of collegiality; and provide faculty with assistance on such issues as teaching strategies, and learning theory, as well as on how to develop a portfolio. The only essential element of a portfolio is a statement of the teacher's philosophy of education. Other suggested sections include a statement of general goals for courses; a discussion of the connection between teaching strategies and individual beliefs about learning; reflections on how teaching effectiveness may be determined; and documentation of the individual's effectiveness, often including a personal journal. Finally, portfolios may be used for professional development, such as contract renewal, tenure merit pay, and promotion, as well as for self-reflection. Includes 11 references. (ECC)