New Study Finds Huge Student Learning Gains in Schools Where Teachers Mentor Colleagues as Multi-Classroom Leaders

From The 74, February 12, 2018, by Emily Ayscue Hassel and Bryan C. Hassel

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.

Some teachers are getting what they want. But is that good news for students? Do their students learn more?

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. Read the full column here…