Center for Comprehensive School Reform and Improvement, Washington, DC.
Published: 2005
Total Pages: 5
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Educators often use the term technical assistance to define services delivered or received in the pursuit of school- and district-improvement initiatives. More specifically, technical assistance can be defined as any assistance that identifies, selects, or designs research-based solutions and practices to support school improvement (Mattson & McDonald, 2005). This newsletter focuses on the critical role collaboration plays when school districts and technical assistance providers formulate, implement, and evaluate a technical assistance plan. Collaboration requires an investment of time on the parts of both the district and the provider; however, it increases the likelihood that the resulting technical assistance will be designed appropriately; delivered efficiently; and, most importantly, result in an improvement in targeted areas. Figure 1 presents 7 Components of a Technical Assistance Plan. [This report was administered by Learning Point Associates in partnership with the Southwest Educational Laboratory (SEDL), the Education Development Center (EDC), and WestEd, and in collaboration with the Academy for Educational Development (AED), under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.].
