Abstract
Purpose: The purpose of this study was to identify and describe what actions highly trained National Board Certified Teachers recommend to address and change the personal and professional practice negative effects of the recent accountability movement that meet the goals of both increased student achievement and a positive and productive psychosocially healthy work environment for teachers. Methodology: The subjects in the study were 12 National Board Certified Teachers from elementary, middle, and high schools in Northern California. Subjects responded to 2 research instruments: (a) 1 rating instrument composed of 2 matrices (personal psychosocial and professional practice) and (b) 1 semistructured interview soliciting suggestions for improving the negative effects of No Child Left Behind on teaching. Findings: No Child Left Behind has negatively impacted teachers. The teachers agreed on the importance of accountability; however, testing, punitive consequences, and competitive ratings of API scores caused a loss of creativity, increased stress, and confliction about best practices. Teacher effectiveness linked to student achievement and variables outside their control increased job demands. A prominent theme emerged that teachers' voices need to be heard and included in policy decisions. Class size matters, assessment should be developmentally appropriate and entail multiple measures, and teachers need professional development. Conclusions: Teachers need to be included at all levels of policy discussion. Suggestions include seeking expert educator advice when formulating legislation, accessing achievement based on year-to-year student growth, incorporating multiple measures, and reducing class size. Fund professional development opportunities, test students at the end of the school year, evaluate what is being tested, and connect accountability to meaningful learning and relevant life skills. School administration needs to refocus on students, with less data analysis. Recommendations: Replicate the study with teachers without national certification to ascertain a broader population and perhaps more diverse view. Replicate the study outside California with National Board Certified Teachers to identify correlations between concerns and suggestions for improvement at a national level.