I believe that the only sustainable future for professional learning and innovation in schools is one which is driven by teachers, not externally imposed. One that sees innovation as constant, not coercive, or ad-hoc. This is why I believe so much in transferring the science of improvement from the healthcare, aviation and automotive sectors into education — and I’ll examine this in more detail in my next post.
What Counts As Evidence in Changing Practice?
David Price
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I am interested to know more about what you mean by the ‘science’ of improvement, since that word usually signals the kind of positivism that values RCTs and measurement over other kinds of evidence and judgement. For example, a lot of the ‘innovative’ processes in automotive manufacturing and healthcare have decreased the autonomy of labor and come from a drive to efficiency based on measurement and calculation, and the valuation of profit over people.