Satisfaction with Supports & Services
While most districts are neutral to satisfied with the technical services they receive, flexibility and adult learning capability were key drivers for higher satisfaction.
Expertise was the key factor when choosing external providers for technical assistance and/or professional learning.
District leaders reported greater satisfaction when technical assistance providers worked as partners with the district.
Expertise was the key factor when choosing external providers for technical assistance and/or professional learning.
District leaders reported greater satisfaction when technical assistance providers worked as partners with the district.
[We ask], ‘Where have you done this before, and did that district look like us?,’ [We look for a] connection to our focus areas, people who are willing to sit down with me, to make sure they understand who we are. We do not do off-the-shelf.
– District Leader
We look for providers that truly partner [with us]; have regular conference calls; [ask] ‘Have we met [your] goals?’… and offer progress monitoring [versus] others that present and leave.
– District Leader
I’ve gone to professional development but it was mostly geared towards getting us to buy into the Common Core. It was like, ‘Here’s some videos on how the Common Core is working,’ but it wasn’t like, ‘Here’s how to actually implement it into your classroom.’
– 7th-Grade English Teacher
Types of External Technical Assistance Received
District Satisfaction with External Services
Satisfaction with Services: Internal
Types of External Technical Assistance Received
District Satisfaction with External Services
Satisfaction with Services: Internal
Satisfaction with Services: Government
Satisfaction with Services: For Profit
Satisfaction with Services: Non Profit
Satisfaction with Services: Higher Ed
Three key drivers influence external provider selection and satisfaction.
District leadership network
A significant number of school district leaders interviewed have been in their current position for less than two years. While some were new to the district altogether, the majority had worked with the district in some other capacity (e.g., county office, other district leadership).
A district leader’s prior history and/or affiliation with providers gave some districts access to additional resources, thereby increasing their ability to continue fine-tuning their needs.
Proximity to providers
For districts in metropolitan areas, finding technical assistance providers to support their efforts has been easier.
Districts near the Bay Area, Los Angeles County, and Orange County have greater access to diverse professional learning organizations and independent consultants, as well as opportunities to partner with higher education institutions.
Smaller and rural districts have fewer choices and opportunities, and rely heavily on county offices and the Internet for resources and support.
District dependency on county offices for services
In cases where districts relied on county offices for technical assistance, there was both satisfaction in the services provided and a desire for continued professional learning development as the California Standards implementation deepens.
