Based on the premise that portfolios form part of a process to enable the teacher more truly to become a facilitator, this report presents the narratives of an 8th-grade reading workshop teacher and a 12th-grade honors course teacher. The report begins with a brief section explaining the principles of the project. The format of the report is a rearrangement of these teachers' narratives into a topical framework interspersed with comments by Alan Purves. Sections of the report discuss the context for the work, getting students started through negotiation, developing a mentoring strategy, and judging and grading. The report concludes that teachers need to balance the tendency to do things for students with the tendency to serve as the judge, and that this duality is the crux of the portfolio approach. Contains eight references and a goals chart. (RS)