Buyers Insights

This evidence creator capacity building toolkit is based on robust behavioral research, experimentation, and rigorous analysis; however, the underlying foundation is the research conducted to understand the procurement behaviors of curriculum, EdTech, and professional learning buyers in school districts.

While, for many districts, it is the same individual(s) that is/are responsible for procuring all three product/service types, this research was conducted separately for each ecosystem. Separate inquiry was necessary because behavioral personas are developed based on the decision-making processes and not necessarily the demographics or identities of target audiences. Meaning a single superintendent may have different decision-making processes when selecting instructional materials versus when selecting EdTech products or professional learning services to purchase. This section outlines key insights from each of these ecosystems.

At a glance

Decision-making journeys of district leaders purchasing
- Core curriculum
- EdTech
- Professional Learning
Segments of district buyers across the three ecosystems based on their evidence use behaviors
Call outs to key tools that were informed by these insights

Core Curriculum

Three Core Curriculum Segments Demonstrated Predictability

District Champions value and use student and teacher voices to identify district-specific needs. The piloting stage is critical to garnering this feedback. In-house data is a key piece of final adoption decisions, as well as initial scoping.

However, the focus on district data may result in Champions missing other structured criteria to inform their evaluative lens and feedback interpretation.

Well-resourced Negotiators wield a high degree of market power, allowing them to get to what they need and negotiate prices with little friction.

Notably, Negotiators may face more challenges with balancing the weighting of resources, in addition to group-relevant biases.

Process Technicians are confident in their ability to identify evidence sources and are interested in capturing the efficacy of adoptions upon implementation. Technicians try to stay in touch with their end users from procurement through to implementation.

However, their experience may spur overconfidence and potential resistance to new sources.

Deep Dive

The curriculum segments can be identified based on relative differences in district size, priority classification, and EdReports use.

Segments revealed unique preferences for evidence sources

Preferred Sources of Evidence

User feedback from focus groups and surveys
Conferences and forums

Why is the Source Preferred?

Feedback from users provides the most contextually relevant data

Greatest Barriers to Evidence Use

Lack of structured or objective evaluative lens

Preferred Sources of Evidence

Vendor websites

Why is the Source Preferred?

Websites are the simplest and fastest route of accessing information about products and prices

Greatest Barriers to Evidence Use

Balancing the weighting of multiple sources

Preferred Sources of Evidence

District-standardized rubrics
Online rubrics and instructional material reviews

Why is the Source Preferred?

Rubrics and reviews provide objective criteria from a trustworthy, unbiased source

Greatest Barriers to Evidence Use

Overconfidence and potential resistance to new sources

The Procurement Journey for Core Curriculum Purchasing

Highlights the similarities across the three segments and involves six stages: signal, mobilize, evaluate, pilot, winnow, and purchase.

Ed tech

Three Core Curriculum Segments Demonstrated Predictability

Deliberate Managers employ standardized steps for procurement using pre-established criteria to assess products. They are highly intentional in their process, and may involve various stakeholders.

Given the rigidity of the process, they may be less responsive to contextual changes or less likely to consider novel products that don’t fit pre-established criteria.

Solo Advocates spearhead EdTech purchasing while relying on limited resources and expertise to ensure alignment with the district’s vision.

However, Solo Advocates may face limited resources, resulting in insufficient evidence engagement as well as skipped or reduced steps.

Data Enthusiasts are determined to leverage external and internal data to inform decision-making while optimizing for culturally relevant solutions.

However, Enthusiasts may run into obstacles when they cannot obtain the desired external evidence, or may have trouble with successfully translating available evidence into their local context.

Deep Dive

The EdTech Segments can be Identified Based on Relative Differences in District Size, Priority Classification, and ISTE Use

Segments revealed unique preferences for evidence sources

Preferred Sources of Evidence

Information about standards and certifications via websites

Why is the Source Preferred?

Standards provide a systematic and replicable approach to product validation

Greatest Barriers to Evidence Use

Sunk costs, related to piloting

Preferred Sources of Evidence

Peer reviews
Conferences and forums

Why is the Source Preferred?

Peer reviews are easy to access relative to other sources of information

Greatest Barriers to Evidence Use

Minimal end user feedback

Preferred Sources of Evidence

Internal formative and summative assessments
External sources such as academic literature and vendor reports

Why is the Source Preferred?

Data provides an objective metric on which to base subsequent decisions

Greatest Barriers to Evidence Use

Accessibility and availability of evidence

The Procurement Journey for Core Curriculum Purchasing

Highlights the similarities across the three segments and involves four stages: Needfind, Evaluate, Pilot and Purchase.

Professional Learning

We Explored how District Buyers Differ when Using Evidence to Evaluate the Quality of CAPL

Three segments emerged based on their top evidence preference and top barrier to evidence use

Teacher Representative

Teacher Representatives are people-centric and want evidence that is easy to implement.

Shortcut Enthusiasts

Shortcut Enthusiasts are data-generalists and want evidence that is easy to access.

Utility Seekers

Utility Seekers are data-specialists and want evidence that is relevant to their district.

Segment Overview

Teacher Representative

Teacher Representatives are people-centric: They aim to uplift insights from their teachers to select CAPL that aligns with their needs.

Teacher Representatives primarily assess the quality of PL based on teacher feedback and educational standards. They do not prioritize the use of research-based evidence in the evaluation process, focusing instead on the needs of their teachers.

This group ranked Teacher Feedback (Mean Rank: 1.24) and Alignment with Educational Standards (Mean Rank: 2.46) as their top sources of evidence to evaluate the quality of CAPL.

“The best source of of information is ‘who’s using it?’ (…) You know, really just like, learn about how it’s working for them.”

— Medium Priority Suburban District, NJ

The characteristics of Teacher Representatives mirror the demographics of the overall PL ecosystem. The majority of districts are Small, Rural districts that are evenly distributed across the regions of the United States.

Teacher Representatives are primarily concerned with the ease of implementation of evidence (i.e., Actionability). They want to understand how evidence can be used to evaluate the quality of their PL.

Segment Overview

Shortcut Enthusiast

Shortcut Enthusiasts are data-generalists: They rely on broad educational guidelines that are easy to access and explore.

Shortcut Enthusiasts rely on research-based evidence (e.g., educational standards, government guidelines) to evaluate the quality of PL. However, they are are not willing to use evidence that is hidden behind paywalls, or for which access requires significant cost or effort.

This group ranked Alignment with Educational Standards (Mean Rank: 1.65) and Alignment with Government Guidelines (Mean Rank: 2.66) as their top sources of evidence to evaluate the quality of CAPL.

“Once you’re in, being able to quickly see what are all the resources that come with that vendor to support the kind of thing you’re trying to do…”

— Small Priority Mixed District, MI

Shortcut Enthusiasts have a higher percentage of Priority and Midwest districts than the overall ecosystem. There is a lower percentage of Suburban and Northeast districts in this segment.

Shortcut Enthusiasts rank “Evidence is hard to access” as one of their top barriers to evidence use. Reducing paywalls or increasing website navigation would increase evidence uptake when evaluating the quality of PL.

Segment Overview

Utility Seeker

Utility Seekers are data-specialists: They are most interested in standards and guidelines that are specifically relevant to their district.

Utility Seekers also rely on research-based evidence (e.g., educational standards, government guidelines) to evaluate the quality of PL. They are willing to make the effort and jump through accessibility hoops in order to find evidence that is relevant to their individual context.

This group ranked Alignment with Educational Standards (Mean Rank: 1.51) and Alignment with Government Guidelines (Mean Rank: 2.84) as their top sources of evidence to evaluate the quality of CAPL.

“Customization is key in professional learning–you know, if everybody just wants to turn it and burn it, it doesn’t work because everybody’s context and need is [different].”

— Small Priority Suburban District, IL

Utility seekers have a higher percentage districts from the South, and lower percentages of Priority districts and districts in the West region compared to the overall PL ecosystem.

Utility Seekers are primarily focused on whether or not evidence is relevant to their district. This focus on the pragmatic nature of evidence is a key differentiator from other segments.

The Procurement Journey for Core Curriculum Purchasing

Highlights the similarities across the three segments and involves four stages: Needfind, Evaluate, Pilot and Purchase.

Summary

This evidence creator capacity building toolkit is based on robust behavioral research, experimentation, and rigorous analysis; however, the underlying foundation is the research conducted to understand the procurement behaviors of curriculum, EdTech, and professional learning buyers in school districts.

While, for many districts, it is the same individual(s) that is/are responsible for procuring all three product/service types, this research was conducted separately for each ecosystem. Separate inquiry was necessary because behavioral personas are developed based on the decision-making processes and not necessarily the demographics or identities of target audiences. Meaning a single superintendent may have different decision-making processes when selecting instructional materials versus when selecting EdTech products or professional learning services to purchase. This section outlines key insights from each of these ecosystems.

At a glance

Decision-making journeys of district leaders purchasing
- Core curriculum
- EdTech
- Professional Learning
Segments of district buyers across the three ecosystems based on their evidence use behaviors
Call outs to key tools that were informed by these insights