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This article focuses upon the use of the portfolio as a tool to assess professional performance in beginning classroom teachers and in special education applications. An Oregon pilot study, the Beginning Teacher Assessment Model (BTAM) for elementary teachers in their second or third year in the classroom, is described. The BTAM relies extensively on a portfolio to establish the knowledge and competencies of the teacher. Its purpose is to design an individualized professional development plan for each beginning teacher. Each portfolio contains required video and work sample components as well as optional components such as lessons of classroom instruction, letters from supervisors, personal statements and reflections, and accounts of professional experiences and work related to the school community. The portfolio review process is conducted by assessors who receive 2 days of training. The evaluation is an important part of the Standard Licensure process. Teachers are also encouraged to display evidence of their instructional competencies with students who have individualized education programs. Suggestions are offered for ways to show examples of professional competence in the following competency areas: (1) planning for instruction; (2) establishing a classroom climate conducive to learning; (3) implementing instruction; and (4) evaluating pupil achievement. Contains four references. (DB)