Double Binds
There are many instances in which educators could feel the pressures of double binds. Initially thinking, focus on teacher effectiveness, data collection, and student success is often at odds with the repercussions of teaching to the test. Educators are often instructed not to “teach to the test” in reference to classroom formatives and standardized testing. Yet, the expectations that districts (relayed from the state level) put on their teachers is often times unreachable.
With this, many school districts have adapted the TAP evaluation system for their instructors. This rubric entails multiple points that teachers are expected to address throughout each lesson that is taught. In return, based on personal scoring, a financial incentive is promoted. However, through the many hours of training to understanding the basics of this rigorous rubric, it is stated that scores higher than a three are not easily attainable. This puts educators in a bind as no matter the dedication, effective results (in the eyes of a teacher as a 3 or higher) can never be reached. Essentially, allowing each teacher to feel as though they have been set up for failure, when in turn, the purpose of this rubric is to allow for more rigorous teaching and learning.
Posted below is a link to view the TAP rubric:
http://www.d11.org/TAP/TAP%20Resources/TAP%20Rubric.pdf
