Designed to provide direction for the production of instructional and non-instructional faculty portfolios, these guidelines describe the purpose and elements of portfolios and the critical steps in their development and evaluation. First, a definition is provided of a teaching portfolio, indicating that it is a collection of materials substantiating classroom performance, particularly highlighting the priority of teaching. Next, explanations and suggestions are provided for the following steps in the production of portfolios designed for the dual purposes of self-evaluation of teaching and administrative evaluation of performance: (1) a statement of philosophy, which can include thoughts on the teacher's or students' roles in education; (2) a statement of responsibility, covering such areas as the number and type of courses taught, evaluation methods used, participation in faculty governance, or involvement in special initiatives; (3) appended statements from supervisors or results from evaluations to substantiate the statement of responsibilities; (4) a discussion of highlighted responsibilities, including supporting documents; and (5) a reflective statement linking the teaching philosophy to the concrete examples provided. Finally, guidelines are presented for evaluating portfolios, describing a two-step process by peers and a caucus of interdisciplinary members and providing sample worksheets for each. Sample supporting documents to be included in portfolios are appended. Contains nine references. (KP)