In the third of his four-part series, Matt Bromley asks what professional autonomy really looks like and how it links to outstanding practice. He then begins to define what risk-taking in the classroom actually means...

In parts one and two of this series (see further information for the link), I’ve referred to systems of collaboration as well as compliance and talked about the importance of collective rather than individual autonomy. Let’s now consider what form such collaboration might take in practice and what it might mean to have collective – not individual – autonomy...

As I said in the conclusion to part two, at the heart of any true profession are expectations and frameworks that are challenging and open enough for teachers to be able to innovate and inquire into their practice together.

Like medicine, teaching is an imperfect science, and it requires thinking professionals working together to maximise its effectiveness.

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