If the district office were closed tomorrow and all the money were instead directed straight to the schools we would see dramatic improvements. You would be appalled at how little work gets done in the district office. While there are many talented hardworking people there, their efforts get lost in the top-down, do-nothing politics of the superintendent’s strategy group. They get frustrated and leave, only to be replaced by more Broad graduates and they cycle continues.

Not wanting to just rant without offering a solution I will say that what needs to be done is create accountability at the district level. It’s a travesty that teachers and principals are subject to such stringent accountability measures when nothing the district office does is ever measured for effectiveness. Until that changes, there will be very little positive change for OUSD, I’m afraid.

With half of the NEXOs gone, will we notice the difference except that we will have the money in the budget that we were paying them. Our school’s NEXO is gone, but of the three times I communicated with him, the only time he responded positively was when I was stroking him and our new principal. When I actually brought up problems or issues, his only response is “She’s a good teacher.” And yes, the teacher in question was a good teacher; however she needed to ramp up for those children who were working above grade level and I was trying to get her some training – a previous 1st grade teacher, teaching 3rd grade, still using techniques and even projects she used in 1sr grade.

With a little help and guidance, she would have been an Excellent Teacher for all 3rd graders – sadly the NEXO did not help her, or me and a previously great teacher left for Berkeley Unified.

So back to the original question, what do NEXOs do?

It has been my experience that most of these new, young “administrators” are far from qualified, and walk in full of attitude, authoritative behavior, lack of personnel and employee communication etiquette, and lack of understanding about Federal and State laws that govern programs under their control.

Most come out with a preliminary Administrative Services credential and have no practical experience. Like teachers, in my opinion, they need at least a 5 year mentoring partnership with veteren, retired principals, to orient them to the profession to be even ‘ready’ to be able to carry out the functions of a principal role in an Urban setting, and unfortunately the State of CA, the County, and the Districts serving Urban schools do not provide such a program.

I do not know the particulars of this administrator you are upset with — however, I can realistically tell you that you need to take responsibility for your own destiny, including signing up for a communitiy college course (okay’d by your counselor) at night, online, or on weekends to get the knowledge in Algebra (and other subjects) you are seeking and then bounce that off what you are being taught in your classroom using inquiry-based approaches to your education and life.

Be the expert, question the authoriity of your school’s leadership and faculty, and offer your peers help like a leader. Please do not risk your future to the Dilemmas of public urban education and socio-economic disparities that you have little or no power to overcome. Education is power!

I hope they get a new principal who will make sure ever 8th grade student gets a good teacher and Algebra book.

Ms. Elisa, are you sending your child to UPA?