When policy discourse and leadership conversations are framed around those who “can’t,” “won’t,” or “don’t” make decisions to the satisfaction of others, the predictable response is to take away that decision-making agency by prescribing pedagogical practices to them (or to implement a program that impacts on pedagogical practices in a predictable way). Ultimately, these attempts to control the decisions of mediocre teachers reduce the agency of other teachers to make decisions, too.