The use of the teaching portfolio and student evaluations in evaluating 97 faculty members at a community college for contract renewal was studied. Two faculty peers and a dean evaluated the portfolios of each teacher. Deans also visited classrooms. Portfolios could include material about students that reflected their learning, material from the faculty member, and material from others with a bearing on teacher performance. The student evaluations correlated reasonably well and on similar teaching dimensions with evaluations by the deans and one of the peers. Recommendations for the construction and evaluation of teaching portfolios as well as for the use of student evaluations in summative evaluations are offered. The faculty in this study did not have the opportunity to put portfolios together over several years, but even portfolios that were not ideally designed assisted evaluators of teaching performance. Six tables present study findings. (Author/SLD)