ABSTRACT
Policy is important to social studies educators. It has the potential to support high-quality instruction by providing teachers with the professional development, time, and resources needed to perfect their craft. Policy can codify outcomes for all students. And it can potentially restore the dignity and integrity of social studies as a core subject area in the educational arena. In this chapter, the author considers three key themes related to policy priorities that social studies educators might address by considering the ideas shared by Todd Dinkelman. The three key themes include marginalization of the social studies, identification of student learning outcomes, and creation of conditions for high-quality social studies teaching and learning. Professional learning communities have proven to be powerful avenues for teachers to collaboratively analyze data, develop and revise instruction, and intentionally and strategically target students' learning needs. Innovative school leaders have reinvented school calendars and master schedules to make time for teachers to engage in these practices.
