In an effort to provide prospective teachers with chances to reflect on their professional competence, and to demonstrate their teaching effectiveness and growth, the teacher education program at California State University, Los Angeles, decided to require students to develop portfolios. All students were introduced to the portfolio format during the required introduction to teaching course. The portfolios were expected to fulfill California Commission on Teacher Credentialing (CTC) and National Council for Accreditation of Teacher Education (NCATE) professional standards that demand evidence of achievement. Portfolios were to include evidence of competencies gained from courses and evidence of student teaching competencies in 10 CTC areas. The department recommended that students use CTC and NCATE standards to serve as guides for portfolio formats. A sample format would contain an introduction and information on classroom environment, instructional planning/implementation, diverse strategies/materials, assessment/reflections, professional development, and community involvement. Portfolio development was expected to begin with the introductory teaching course and to continue as the student progressed through the subsequent course work and student teaching experiences. Faculty were concerned about portfolio advisement and decided to have portfolio checkpoints and advisement opportunities during student teaching assignments. A sample portfolio table of contents and a course/skills checklist are included. (JB)