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Heather, principal turn-over is a big problem in many Title 1 schools. I don't think this has much to do with generational differences in principals other than younger principals are under more stress to perform quickly than past generations. You situation also concerns me because it does not sound like principals are given enough time to make improvements stick (at least 3 years). It sounds like you need to cultivate a stable teacher leadership group that can help build some continuity in leadership. I also think someone needs to let the district leadership know how problematic this sort of turn-over is to a school.

Hello Amy, I could be wrong, but I am guessing that your principal is Gen-X (born between 1966-1981). In addition to the leadership responsibility of "Change Agent," Gen-X principals also rated the highest in "Involvement in Curriculum, Instruction, and ASSESSMENT" and "Monitor and Evaluate" in my research. There are many reasons why your principal may be so concerned about using assessments to drive instruction such as district and state mandates. What I would want to know is how closely do the assessments match what you want students to understand and be able to do? Does the assessment contain levels of complexity such as Bloom's Taxonomy? The answers to these questions would tell me if it is a good or bad thing to "teach to the test."

I am a Kindregarten teacher and have been teaching at the same school for the past six years. This is wher I began my career as a teacher. Since I have been at theis school I have had four different principals. Yes, four principals in six years. I teach at a Title I school and have experiences with behavior issues with students. The teacher turnover is not high but the principal turnover is. I am growing more and more frustrated as we continue to get principals brought in to "fix" our school.What are some ways to help myself and my fellow teacher deal with this constant change and lack of leadership?

This blog is exactly what I was looking for. I recently was moved to a title one school in the city of Atlanta. This school has a new principal. He is making, in my eyes, a drastic change. This elementary school was missing a lot of key components that make kids want to come to school. It was missing fundraisers, parent involvement, after school activities, and all around incentives to get the students and their families involved. The principal has made the school feel more like home for all of the children and the parents have become very involved. On the flip side, student assessing has become a key component at this school. From summative to formative, testing has become overwhelming to most teachers and students. Teachers are creative these assessments weekly, on top of district assessing for all grade levels, including kindergarten. It feels like teachers are just teaching kids to pass a test. We all know how important testing is because it is a measure to see if students are learning what they have been taught, but when is enough, enough? I would love to here your responses.

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