Content area
Abstract
This study uses practitioner research to explore a secondary social studies professional learning community. The author, a social studies curriculum specialist in a Great Plains school district, engaged in a semester-long study with four secondary social studies teachers and two school building administrators. Using field notes and transcripts from both interviews and observations of PLC meetings, along with PLC-related artifacts, this study provides insight into the data gathering, analysis and reporting of one social studies PLC. The study also provides insight into the relationship between a social studies PLC and school improvement plans. A detailed review of commonly accepted beliefs about the social studies PLC provides valuable information for teachers and administrators to consider when seeking to maximize PLC efficiency and success.
