This paper reports on two years of a multiyear consultation/professional development project based on socioconstructivist principles (situated cognition, social context, and scaffolded instruction) that are consistent with key elements of positive psychology. The consultation model used a case analysis framework to engage 12 elementary school teachers in workshops, demonstration lessons, ad hoc inquiry groups, and coaching. Interview, questionnaire, and field note data from the participants identified "control and choice", "focus on student needs", "applicability to classroom practices", "direct instruction of skills", and "consultant feedback" as key elements of the model. Changes in classroom practices were reported by 78% of the participants with changes in confidence noted from pre- to posttests. Better learning for students was mentioned by 89% of the teachers. Discussion focuses on critical theoretical elements associated with positive psychology.
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