Trigger Modal
Mindset alone is not enough.

Social-emotional learning. Noncognitive skills and strategies. Growth mindset. These are buzzwords often used but rarely translated into enduring practice. If classroom practice does not change, then they remain only theory and “things” to discuss.

Join us for a webinar that explores the latest psychological research into concepts beyond growth mindset, including effective effort, self-efficacy, productive persistence, and belonging. Crucial to transforming achievement is developing these skills and strategies in the classroom, and combining them with challenging academic work to help students achieve success, particularly in STEM courses and throughout high school.

Moving Beyond Growth Mindset
Tuesday, November 10, 2:00 PM – 3:00 PM CT

In this session, you will hear from pedagogy and instruction experts, as well as practitioners from a district currently seeing success with this work. It will also feature the Academic Youth Development (AYD) program and the opportunities for students and teachers to build noncognitive skills and strategies and apply them to challenging content.



TOPICS OF DISCUSSION: Research Theory, Action, and Practice

  • The three keys to achieving STEM success and continued academic achievement
  • Purposeful planning of integrating multiple noncognitive skills with rigorous curriculum
  • A district’s success in increasing graduation rates by implementing the three key elements to STEM success


Peter Walsh–Program Development Manager, Agile Mind
Lisa Brown–Secondary Mathematics Course Program Specialist, the Charles A. Dana Center
LaJuana Coleman–Executive Director of Secondary Curriculum and Instruction, Rio Rancho Public Schools (NM)

Academic Youth Development (AYD) is a program that addresses students’ confidence in their ability to succeed in mathematics, and the problem-solving skills, motivation, and perseverance they need to be successful. These crucial skills and learning mindsets are particularly important in the face of increasingly challenging expectations for students and educators. Enacting districts report a more successful transition to high school for their AYD students, significantly better achievement in mathematics and other coursework, and fewer behavioral challenges than their non-AYD counterparts.