Few educators would deny that the widespread adoption of portfolios is a major step forward in assessing our students accurately, fairly, and constructively. However, the full benefit of portfolios may not be realized until teachers themselves begin keeping them. Rogers and Danielson explain that portfolios can be used much more effectively if teachers have firsthand experience documenting themselves as readers and writers. As teacher educators, the authors require their students to keep portfolios. In return, Rogers and Danielson maintain portfolios themselves, modeling the process of collecting, selecting, and reflecting. Their book presents that process, with helpful information on how to get started and what artifacts to include. Stressing that each portfolio is uniquely individual, they offer abundant examples that serve as departure points for other teachers to begin making sense of their own ideas and experiences. This book doesn't just talk about portfolios, it is a portfolio. Instructors will find it a valuable supplement for any reading or language arts methods course.