Quote: I was of the opinion that Fisch couldn't be judged with a rookie-heavy offense. Then Fisch blatantly lost faith Bortles after the INT at Indy and stopped calling downfield passes. That's when I knew Fisch had to go; you can't do that to your starting QB.


 

My thought on Bradley's decision is that it's more about opening up a job for his good buddy Trestman, and that Fisch would still be here if the Bears had kept Trestman.

 

I don't think the lack of downfield passing was because Fisch lost faith in Blake.   I think he more likely lost faith in his offensive line's ability to protect long enough to throw down field, and he also may have lost faith in his WRs' ability to run the right routes.  

 

As far as why Gus fired Fisch, it was apparently because of some things we could not have known about.   I watched the entire press conference, and from what Bradley said, Fisch wanted to throw the entire playbook at Blake and wait for this big breakthrough of understanding, while Bradley wanted to give it to him in smaller doses, and let him be thoroughly familiar with what he was given before he was given more.   That was one example Bradley gave, calling it a "philosophical difference."   All of which tells me, Bradley didn't think Fisch was doing a good job of teaching. 

 

As far as us not being able to judge Fisch because of the rookie heavy offense, I was of the same mind, but what we fans cannot see is the day to day interaction of the coaching staff and the players.   We really can't see if the man in question is a good teacher or not, because we aren't at the practices and we aren't in the meetings.  

 

Bradley was peppered with questions at his press conference as to why he fired Fisch, and he kept referring to the lack of execution and the lack of precision.   He kept saying he wanted an offense that was precise, could execute, and played fast.  What does that tell you?   That's teaching.   He didn't think Fisch was a good enough teacher.  So I don't think it had as much to do with play calling as it had to do with the day to day business of teaching, which is most of the job anyway. 

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