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This qualitative study explored the impact of standards implementation on teachers perceptions of teaching as a profession, instructional content and its delivery, and use of assessment results at the elementary level in a northwestern state. The qualitative design included three data collection methods: observations, documents, and interviews. The study found that since standards continued, regular education teachers perceive a diminished joy in their profession, a significant shift in focus from student-centered to data-driven instruction, and a preference to use results from informal assessments rather than state tests to guide instruction. Special education teachers perceive slightly less enjoyment in teaching, continued use of data-driven instruction and informal assessments. All participants noted improved communication between regular and special education teachers as a positive result of standards implementation.

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Roxie Wellington, Ed.D. graduated from Northwest Nazarene University in 1990, and earned her Masters in 1993. She continued post-graduate work by earning her Education Specialist degree in 1998 and her doctorate in 2004 from the University of Idaho.

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