simple wedge with its tip made of durable, clear, and appropriate teaching standards forged in the furnace of science and theory widens to bring the materials and processes of art and practice to bear on the work of strengthening and renewing all of teaching by applying the national board's standards and assessment processes. With this model, teaching remains part science and part artistry, and the performance of any teacher is measured in a more holistic view that includes standards for assessing performance and the use of those standards to promote improvement. A legitimate process that is inclusive of the best evidence possible to change teacher education, professional development, and perhaps the nature of the profession itself, such that teachers can become the leaders of their own improvement as practitioners, has found its footing. This article evaluates the realm of the NBPTS standards through a review of literature relating to the following topics: A More Holistic Look; Performance Assessment and Teacher Education Renewal (Standards: The Tip of the Wedge); Assessment Processes; Professional Development; Preservice Teacher Education; and Advanced Programs.