With this document, the Council of Chief State School Officers (CCSSO) offers for public dialogue and comment a set of model core teaching standards that outline what teachers should know and be able to do to help all students reach the goal of being college- and career-ready in today's world. These standards are an update of the 1992 Interstate New Teacher Assessment and Support Consortium (INTASC) model standards for licensing new teachers. The goal of those standards was to articulate a common core of teaching knowledge and skills that all new teachers should have and that would be compatible with the standards for accomplished teaching set by National Board for Professional Teaching Standards. This "common core" outlined the common principles and foundations of teaching practice that cut across all subject areas and grade levels and that all teachers share. The standards were cutting edge at the time in that they were performance-based, focused on describing outcomes versus inputs, and learner-centered. They proved successful in terms of achieving the goal of creating a shared definition of effective teaching: the 1992 standards currently serve as the basis for licensing standards in 38 states, they have been adopted by the National Council for Accreditation of Teacher Education (NCATE) for teacher preparation accreditation, they have been cited in numerous textbooks used for preparing teacher candidates, and they have been widely used to develop professional development materials. The updated standards provided here differ from the original standards in several respects: (1) The language of the standards as well as their content (knowledge and skills) have been updated to reflect the current teaching and learning context; (2) Unlike the original standards that were designed for "beginning" teachers, these are intended as professional practice standards, setting one standard for performance that will look different at different developmental stages of the teacher's career; (3) The document still has 10 standards but they have been reordered and two have significantly changed; and (4) The committee maintained the delineation of knowledge, dispositions, and performances as a way to probe the complexity of the teacher's practice. The purpose of this document is to serve as a resource for states, districts, professional organizations, teacher education programs, and others as they develop policies and programs to prepare, license, support, evaluate, and reward today's teachers.