I think the point they're trying to make (through this admittedly condescending questioning) is that when the institution is fundamentally wrong, elongated experience can only pervert rather than further skills. Or f it does further, it is only furthering a perversion of some concept of what's right. I think there's a degree of truth to that but but it's oversimplifying a bit.
the bottom line is that america's eternal quest for a teacher metric is failing in relation to systems like the (perhaps overly touted) finnish one, where the discriminating factor for teacher quality is much more a measure of trust in the intuition of experienced teachers.
I think the 'I NEED MORE NUMBERS' mentality of empiricism you're using here has neutralised the prospective utility of the intuition of experienced teachers who would make effective consultants, if they ever come across something that works that they simply can't explain. Obviously, questioning their suggestions and looking for answers is the next step, but to insult their ability to think and view their opinions with derison? How are you helping anything talking that way?