One of the dreams of ed reform has been to come up with a system that is teacher-proof, a program or script or curriculum that works exactly the same way no matter what carbon-based life form you have propped up in front of the classroom.
Systems are particularly appealing as a method of controlling "bad" actors, with "bad" defined as "does not do what I want them to do." This is a false hope, a snare and a delusion. Systems rarely fix bad actors, and frequently hamstring your best people.
You have a troupe of dancers, some of leap and soar and move with grace and beauty, and a few of whom dart around the stage like spastic rhinos. So to get the rhinos slowed down and under control, you put everyone in the company in forty-pound cement shoes. The rhinos are now chastened and restrained, but your best dancers can no longer leap and soar and move with grace and beauty.
You worry that the cooks in your restaurant have too much variety, some producing genius blends of flavor and texture and culinary awesomeness, while others can barely make meatloaf. So you create a menu system with easy instructions that anybody can follow that will always result in a predictably consistent product. Congratulations. You are now McDonalds, and nobody is ever going to go to your restaurant because they are in the mood for excellence.
You want your students to write with structure and organization, so you teach the five paragraph format. In fact, you strictly enforce the five paragraph system so that nobody wanders off the farm or blunders into the weeds. And now all the students who could have been excellent writers of sophisticated essays with varied and content-driven structure will just crank our mediocre five-paragraph essays.
The idea that a system can raise the not-very-good performers up to a level of excellence is an illusion, a lie. Nobody gets to excellence by following a system laid out by someone else and designed to be simple enough that nobody could supposedly mess it up. Such a system might raise the bottom of the barrel barely a hair. But at the top end, your idiot-proof system will require your best people to act more like the idiots the system was designed for.
On top of that, because the problem people are the ones most likely to disregard or mess up the system, your effect on them is likely to be minimal. They may simply not want to follow along, or they may not understand how the system is supposed to work and so when it's time to adjust or adapt, they can't do it well.
If Mr. Dimwittie doesn't know how to teach prepositions, handing him a scripted lesson may make him slightly less terrible, but it will not make him good. On the other hand, handing the script to Mrs. Brightangel, who already had a killer lesson about prepositions and understands them thoroughly-- that will just turn her excellent teaching with mediocre teaching.
Your best hope is that Mrs. Brightangel will be able to use her deep knowledge of content and teaching, her professional expertise and experience, to chop up, augment, replace, and ignore the scripted lesson. She will be the teacher equivalent of a Project Runway contestant (personally, I hope she's Chris March) who has to make a couture gown out of a burlap sack. Your best hope is that Mrs. Brightangel will find a way to do what she knows she needs to do, even if you put her in cement shoes.
In short, education in this country will not be improved by coming up with systems that are teacher-proof.
The solution is to have more teachers that are system-proof.