The problem with treating teachers like technicians

Happy Friday

I think we've become obsessed with codification in education.

And while I believe this trend will continue for a while yet, I can see a revolution coming against it - it's the natural cycle of things.

Right now, we're seeing codified practice everywhere:

• How to teach

• How to lead

• How to coach

This codification has helped in many ways. The science of learning, for instance, has given us valuable insights into how the brain works. Take retrieval practice - we now understand its importance and have codified ways to implement it in lessons.

But there are unintended consequences.

When we codify everything, we simplify practice. This promotes more directive styles of leading teams and initiatives. And in the process, something crucial is being eroded: autonomy.

Both teachers and leaders are losing their sense of agency. We're seeing less recognition of educators as autonomous individuals - as intellectuals who can lead their schools and classrooms.

I worry about what comes next.

I think we'll see a rejection of codification. And while that might seem like a solution, my concern is that we'll lose the good work that codification has brought us. We risk swinging too far the other way, where everything becomes potentially too loose and unstructured.

So what does real autonomy look like?

It's about feeling you have a sense of control and being respected as a professional. When you've done the qualifications, gained the experience, and developed high-level skills, being able to make your own decisions becomes a crucial part of your professional identity.

But right now, many are following script-like interpretations of research, trying to maintain fidelity to studies. In this process, teachers have less agency and control over what they can create and lead.

Luckily, there's already good work happening in this space. I'm seeing a shift from being 'evidence based' to 'evidence informed' in professional development. This means:

1. Training teachers in techniques without rigidly codifying how they must be implemented

2. Helping educators understand research while giving them space to apply it in ways that work for them

3. Recognising that if a teacher doesn't find something relevant, forcing it rarely works

This is why I'm particularly passionate about dialogical instructional coaching. It creates space for teachers to explore ideas and engage with research while maintaining their decision-making autonomy.

For me, the best way to think about this is to see codification and autonomy like two sides of a scale. Too much weight on either side and the whole thing tips over. Too much codification: we lose professional agency. Too much autonomy: we risk losing valuable evidence-based insights.

The real question isn't whether you're for or against codification. It's this:

What would happen in your school if every teacher felt truly respected as an intellectual professional while also being deeply engaged with research and evidence?

Those that know me, know that I love a powerful question. And that’s because, often, the most powerful changes start with the most uncomfortable questions.

Have a great weekend,

Shane

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