Different types of portfolios can be developed for a variety of purposes.

Working Portfolios
This is a basic portfolio used by most teachers to get started. It is a collection of assignments, artifacts and other evidence that establishes the teacher's accountability. It provides a venue to showcase accomplishments and competencies. The audience is external.

Presentation Portfolio
This is an interview portfolio, geared towards those seeking a particular position. It is brief and focused on a few key ideas, usually to support the owner's candidacy. Key ideas are highlighted with a page statement at the beginning of each section. Exhibits are labeled to tie in to key ideas. The audience is external and specific.

Learner Portfolio
This is an internally focused portfolio, based on a teacher's reflection and self-assessment. The goal is to allow the teacher to focus on his or her own learning and self-improvement. It includes a range of work, showing progress of learning over time. The audience is internal.

Professional Development Portfolio
This is a combination of working and learning portfolios. It provides a framework for initiating, planning, and facilitating a teacher's professional development while building connections between his or her professional goals and those of the school. Through self-assessment the teacher determines his or her strengths/weaknesses and sets goals to address areas of need.

The Goal Based Portfolio
The goal based portfolio is owned and authored by the teacher, and the main audience for the portfolio is the teacher him or herself. The purpose of learning portfolios is to advance a teacher's professional development. To do so teachers must be given the authority to make decisions about what they want to learn and the responsibility for evaluating their own learning. These portfolios focus on goal-related classroom activities. An accountability factor is present in the assessment phase, requiring teachers to document measurable changes as a result of new strategies, methodologies, and interventions. Thus, student learning is the bottom line of professional development.
The goal based portfolio is teacher driven and flexible, and offers a non-threatening forum for analyzing one's own practice.

Criteria Based Portfolio
The criteria based portfolio is usually designed by the organization requesting the portfolio (e.g., professional organizations, school boards) and then developed by the teacher according to these guidelines. Teachers collect a variety of data sources (e.g., videotapes, reflective essays, student work samples, etc.) to demonstrate mastery of specific competencies. The primary purpose of the portfolio is to provide a formal assessment of teacher.
It provides valid and reliable assessment and a comprehensive view of a teacher's performance and potential.

Developmental Portfolio
The developmental portfolio is authored by the teacher according to the position being sought and the materials requested by the prospective employer. The audience is the school or district personnel receiving the portfolio. The purpose of the developmental portfolio is to help the teacher obtain a job. It provides prospective employers with information about a teacher's suitability for a position. Materials are selected to show competence and growth as a teacher. It has evidence of a teacher's planning skills and approaches to student assessment. They reflect on the meaning of good teaching and how one can engage in self improvement. It advertises a teacher's talents and provides information to employers about a teacher's perspective and practices.