My portfolio is an act of reflective practice, more than the product of evaluation. Like a summative evaluation, it focuses on what has been done more than how it was done. I do this to liberate my exploration of process, to give it greater scope. Were I to focus on the means I've used, it would force me to regiment the process, to pin the butterfly to the display card (as it were). The portfolio is a statement of what I have done--by whatever means. It presumes evaluation, since I cannot demonstrate what I've done without first considering what it is that I have done. But it is both more and less than evaluation. It is representative rather than exhaustive. The elements in the portfolio are selected because they are interesting in themselves and instructive about me as a teacher, rather than trying to present a balanced sampling of everything I do. Each item is treated in its singularity, yet each carries a lifetime of experiences which led up to it. The portfolio is also a spiritual discipline. I expect my students to demonstrate to me that they have accomplished thework of the class and the work of the program; turnabout is fair play. This portfolio is sauce for the gander.