In our session, we showcase work from a researcher-practitioner partnership between James Madison University, the University of Virginia, and Harrisonburg City Public Schools that is focused on developing a continuous improvement process to translate social-psychological interventions into teaching practices that enhance motivation and learning. Specifically, we highlight one of our first collaborative projects to develop and scale up an intervention to teach students about adopting a growth mindset (Dweck, 2006) to address our practitioners' concern that many of their students lacked the belief that they could learn. In addition, we discuss how our local work to scale up psychological interventions is being conducted as part of a national Networked Improvement Community sponsored by the Carnegie Foundation for the Advancement of Teaching, called the Student Agency Improvement Community. [Additional key financial support for this research was provided by the Commonwealth of Virginia's 4VA grant program and the Harrisonburg City Public Schools.]