About 2:30 minutes into the video Greg states:
In my previous entry on "Does schooling kill creativity?" I wondered with schooling can kill the creativity of teachers to innovate.
What we are actually on about is freeing up the working lives of staff. The current model of schooling actually enslaves teachers I believe. We tell them what time to start and when to finish….
What I'm saying is forget all that. You negotiate all that. I want you to be able to show to me that you've improved the learning outcomes for these kids through your interaction. How you do it, in what time and in what space, I don't care….
If you can do that in a more relaxed environment, that's fine by me. What we're doing is providing them and recognising them as professionals in their own right. Allowing them to make intelligent decisions. And that's been missing for so long. We've actually, through the schooling process, deskilled our teachers for far too long.
As someone who has spent most of his career working at the system level I have been wondering whether, in seeking to deliver on learning in today's world, school systems adopt 19th and 20th Century approaches to professional learning and to managing staff that, in turn, deskills and deprofessionalises the professionals as leaders of learning.
Is there a danger that systems focus on managing the what and how of professional learning in the absence of systems to manage professional knowledge that is created?
Can school systems be as flexible and responsive to contemporary professional learning as is being asked of schools today?
Or have education systems, as we understand them, had their time?