Operant Subjectivity: The International Journal of Q Methodology 37/4 (2014): 3-22, DOI: 10.15133/j.os.2014.013 Contact author: Anita.Levine@oneonta.edu © 2014 The International Society for the Scientific Study of Subjectivity © 2014 The Authors Operant Subjectivity The International Journal of Q Methodology     Speaking Up Publically or Acting Behind the Scenes: Renegade Teachers   Anita C. Levine State University of New York College at Oneonta Kjersti VanSlyke-Briggs State University of New York College at Oneonta Abstract: This research study utilized Q methodology to explore the perceptions of New York State K-ͳʹ public school teachers regarding the concept of being a Dzrenegade teacher.dz The authors defined Dzrenegadedz as those individuals who persist in doing what they perceive as the right thing, regardless of potential repercussions from peers and/or administrators. Through the use of centroid factor analysis and theoretical rotation, two factors emerged: Outspoken Renegade and Quiet Renegade. The researchers found that the majority of the participants acted as an outspoken renegade and in the best interests of the students, despite the perceived risks and costs. In contrast, the quiet renegade, although sharing some qualities with the outspoken renegade, preferred to go unnoticed in their actions by others. Both factor types were motivated by a sense of moral purpose and vision. Tangentially, taking action may have an influence on personal feelings of happiness and hope. Introduction Through the use of Q methodology, this study examined how K-12 1 teachers in New York State self-define and self-identify as a Dzrenegadedz change agent in the workplace. This study tangentially explored the potential bearing of being a renegade on oneǯs personal interpretations of hope and happiness. While there have always been change agents (Fullan, 1993) present in schools addressing issues such as equity and social justice, the timing of this study presented a unique shift in the roles of those change agents as their actions now include responses to public educational policy. This study was conducted just prior to and during the 2012 school year when New York State adopted and implemented the new Common Core State Standards (CCSS), nationalized standards that were part of the Race to the Top Legislation. States adopted these standards in order to gain access to additonal funding. This legislation also mandated Annual Professional Performance Review (APPR) plans, a form of teacher evaluation which is, in part, based on scores from state-required examination aligned with the CCSS in grades 3-8. These state mandates influence how schools operate on a daily basis, as well as the teachers in those schools. Imposed policies from outside the 1 K-12 is a term that is used in the North American school system to designate Kindergarten through the 12 th grade, that is, both primary and secondary education.