The purpose of this qualitative research study was to determine how learning about research-based principles of student learning shifts teacher professional dialogue within an Algebra 1 professional learning community (PLC) using single case study methodology. Golden High School (pseudonym) – a large socioeconomically and racially diverse school in Georgia was chosen as a convenient, yet purposeful site for the study. The participants were four Algebra 1 teachers, members of the same PLC and participating in job-embedded professional development within their PLC. Data collection included group discussions, reflection journals, student artifacts, lesson plans, and researcher field notes. This case study bridged the gap between PLC participation and professional development participation. Through exploration on how a PLC of Algebra 1 teachers were engaged with sustained professional development, its collaborative culture created and/or enhanced teachers’ use of professional dialogue
