Good teaching is ultimately deeply and thoroughly grounded in knowledge. The days of the "if you can't do anything else, then teach" mentality are long gone, ushered out due to major changes in knowledge about effective teaching. The National Board for Professional Teaching Standards, National Council for the Accreditation of Teacher Education (NCATE), Interstate New Teacher Assessment and Support Consortium (INTASC), the entire standards movement, brain-based research, the theory of constructivism, and an emphasis on alternative assessment strategies have made crystal clear the need for a reconstructed, clear and powerful understanding of the knowledge of teaching. This need is a result of a paradigm shift that has taken place in education, from what is taught to what students are learning. Within this new paradigm, now is the time to clarify the types of knowledge it takes to be an effective classroom teacher for actualization of student learning. The K3P3 Model of Teacher Knowledge illustrates the dynamic interplay between knowledge and pedagogy, with the intent of maximizing the actualization of student learning. The new paradigm of teaching also makes clear the need for new language to represent new thoughts. Appropriateness of instruction may now be labeled through the language of "Student Appropriate," "Learning Appropriate" and "Context Appropriate" with a clear understanding of what those terms mean for teacher and student.