Abstract
In light of the need for school accountability and evidence-based practice, professional learning communities (PLCs) with a focus on teaching and learning are gaining popularity among school systems. It is anticipated that school social workers will be able to streamline and enhance interventions and service delivery to clients through the use of PLCs. The purpose of this study was to evaluate the impact of PLCs on the school social work practice in the urban school setting. The study provides insight into the development of PLCs among school social workers within an urban school system and how participants perceived the benefits, barriers, and outcomes of the PLCs practice. All school social workers in the urban system were surveyed and the results analyzed using a recollection proxy pre-test design. The addition of a PLC had a positive impact on school social work practice.
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