This paper discusses the results of three pilot projects in which portfolios developed by beginning teachers were used as the basis for the decision to award or deny a continuing teaching license. Highlights are outlined from each project: Project ACT, an alternative certification program through East Carolina University; Project TEACH!, a 3-year effort by Teach for America to partner with school districts to recruit, select, develop, assess, and "license" new teachers; and Performance-Based Licensure Project, an alternative to induction programs using ratings on the North Carolina Teacher Performance Appraisal Instrument (TPAI) as the basis for continuing licensure. The portfolio process was found to broaden the definition of teaching performance, promote reflective practice for beginning teachers, and improve the support provided by mentors and principals. Two major concerns with the process were the costs of portfolio development and assessment, and the need for valid and reliable decisions regarding licensure and continuing employment. Strategies to strengthen the portfolio process and implications for staff development are outlined. Appendices include: (1) Model Standards for Beginning Teacher Licensing and Development; (2) Matrix of Sample Evidence; (3) Evaluation of Portfolio Evidence form; (4) Standards for Staff Development--National Staff Development Council; and (5) The Relationship among the Standards (a chart). (ND)