In survey after survey, teachers report dissatisfaction with the professional development they receive. Many aren’t satisfied with their professional learning communities or coaching opportunities. Teachers say they want more on-the-job development, career advancement while teaching, and collaboration time.

According to a new study released through the CALDER Center, the answer is yes — a lot more. Authors Ben Backes of American Institutes for Research and Michael Hansen of the Brookings Institution found that students of teachers who receive these types of supports from multi-classroom leaders in Public Impact’s Opportunity Culture initiative showed sizable, statistically significant academic gains.

Multi-classroom leaders (MCLs) lead a teaching team, providing guidance and frequent on-the-job coaching while continuing to teach, often by leading small-group instruction.

The effects appear to be both direct — with performance improving for individual students in MCL classrooms — and indirect, with whole schools’ growth rising when teachers begin leading even part of a school.

The study examined two types of advanced interventions: reaching students directly with extra paraprofessional support and guiding teams as multi-classroom leaders. In contrast to the big gains seen under MCLs, the researchers found the results mixed for teachers who reached more students directly without an MCL’s leadership and least favorable for teachers who added extra online time in a direct-reach role. In addition, the study found, these interventions reached fewer students.

Importantly, the researchers found that among MCLs whose teaching effectiveness could be quantified through student learning growth data, all were in the top quartile of effectiveness before being selected for the role.

Read the full article about mentoring multi-classroom leaders by Emily Ayscue Hassel and Bryan C. Hassel at The 74.