The vicissitudes of the public school system have a detrimental effect on progress. Principals spend an inordinate amount of time attempting to mollify teachers and staff who resent sudden and unexpected changes. The principals must perform a galliard, or lively dance, between following system protocol and supporting their staff. One gets the feeling that each new innovation or policy that comes down from the system is nugatory and of little value but rather a nuisance. The perceived truculence of the system does much to disillusion teachers and promote the ignominy of public schools. This problem could be obviated by the effusion of cogent justification for changes in practice and policy and an overall reduction in the flux to which teachers are subjected to. Understanding the reasoning behind changes may serve to palliate them.