This opportunity to receive feedback on my teaching is valuable to me. Creating this portfolio, and receiving responses to it, in combination with the insights and questions of colleagues after observing me teach, will help me improve my effectiveness as an English as a Second Language instructor.
The main sections of my portfolio are on the left sidebar, and where it seemed appropriate, there are subsections, subheadings, and attachments. Here is a brief overview of the contents.
The first chapter of my portfolio is Goals. I have not formally assessed my progress in meeting 2009-2010 teaching and professional goals, but they have helped guide my work. The next section, Classroom Maintenance, includes the Course Information Sheet, Syllabi and Extra Credit Options for Writing III and Reading IV. In Learning About Students, I include information I analyzed by reviewing first-day diagnostics and a brief on-line survey that I administered.  (There are also Writing III and Reading IV subpages within Learning About Students.) In this section, I broadly compare the information gained in my short survey to the institution-wide information that our Director of Planning, Research, & Student Success recently compiled about ESL students. 
Within Sample Materials, there are separate pages for selected materials for Writing III and for Reading IV. Within those subpages, I have also discussed my intentions for developing the materials. Additionally, onto the Sample Materials page, I attached some stand-alone materials I developed. Testing and Grading are brief sections concerning my efforts to improve, measure and quantify student learning. In SLOs, I note the course-level and program-level student learning outcomes in primarily in preparation for future work.
Professional Development chronicles ways in which I continue striving to grow professionally. It includes these subsections: Reflections, Using Technology, Resources and Community Involvement.