Abstract
In this article the author examines the Common Core State Standards (CCSS) to argue for changes in “standards-based” perspectives and practices that grew out of No Child Left Behind. Drawing on an article by David T. Conley, cochairman of the Validation Committee for the CCSS, the author offers a new model for the professional educator—the teacher as “pedagogue.” Examples from the author’s classroom teaching are used to illustrate an interdisciplinary approach to lesson design and delivery, which the CCSS demand. Teaching to the test, college and career readiness, and problem posing are explored to identify recommendations for changes in the roles of teachers and administrators. Implications for professional development are provided based on the goal of teachers becoming pedagogues.
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