What's notable about this article is the vagueness. On the surface it seems clear enough: after talking about teacher and principle fatigue, it broaches the idea of simply not doing things that don't work. This leads to the concept of de-implementation, the process of "abandoning existing low value practices." So I'm totally in favour, but what are those practices? The only clue we are given is that the recommendation is being made by John Hattie, who has produced a ranking of practices. Below the 'hinge point' of 4.0 are things like music programs, gaming and simulations, drama, chess, worked examples, and many more. But it's hard to see what sort of 'better result' dropping these things would produce. This suggests to me that the article hasn't really identified the cause of teacher and principle fatigue. It's not caused by doing ineffective things. It's caused (in my view) by the clash between teachers and administrators over what, exactly, constitutes a good education in the first place.
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