The El Paso Independent School District (EPISD) recently announced that they have promoted one of their high school principals to the position of master principal. This is evidently a new rung in the district’s hierarchy.
It appears that we now have:
- A superintendent
- Two executive assistants
- A deputy superintendent of academics
- An executive assistant
- Three area superintendents
- Each with their own executive assistant
- An executive director of school leadership operations
- Two coordinators of leadership support
- An executive assistant
- A dizzying array of support departments (pupil services, family student and community engagement, and so on)
- A newly minted master principal
- School principals
- School assistant principals
- School counselors
- Teaching coaches
all before we finally get to the classroom teachers. I apologize if I left any important bureaucrats off the list.
Yes, there are many talented, dedicated people working at the district in jobs outside of the schools. I applaud them.
I worry more about the classroom teachers. They don’t even get enough paper to run photo copies.
We deserve better
Brutus
elpasospeak 
This has long been the status quo at all school districts. They become so top heavy with admin types, who have little idea about what goes on in the classroom, that the working, dedicated teachers have not got a chance. This is what eats up district budgets more than anything else, but nobody listens, and nobody is willing to cut all this waste.
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Same Song different Singers
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The EPISD study you reported about yesterday was designed to support just this kind of increase in administrative staff and overhead. Simply look at the following excerpts from the consultants’ report, then connect the dots,
“Finding 1.1: The structural configuration of the El Paso Independent School District does not match its success metric.”
“Finding 1.5: Critical human resource management system functions are weak in their capacity to support instructional priorities of the school district.”
I would argue that perhaps the structural configuration does indeed match the success metric. As the central office staff has become more bloated, our success and effectiveness in the classroom has declined.
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