About

WHO WE ARE

Metamorphosis is a community of experienced, committed educators and Master Coaches. We are the pre-eminent provider of Content Coaching for teachers, coaches, and administrators.

Content Coaching is a process for transforming schools and districts into high-performing learning communities where a culture of learning is embedded at every level of the organization.

This pioneering coaching method, developed by Lucy West, builds essential links between content knowledge, pedagogical skills, and reflective and collaborative practices.

We work side by side with schools and districts to build capacity at all levels. We collaborate with individuals and groups of teachers to design, implement, and reflect on instruction that promotes student learning.

Our Philosophy

By fostering curiosity, examining and questioning our practice, and focusing on the instructional core, we can sustainably improve teaching and learning to benefit all students.

We believe in partnership. Our side-by-side, “we’re in this together” approach gives educators and educational leaders the support, skills, and confidence to make choices that positively impact the lives of the students they serve.

Mission + Vision

Our mission is to empower organizations to create vibrant learning communities that:

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meet students where they are, capitalize on and celebrate their rich and diverse funds of knowledge.

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support continuous learning through rich and engaging instruction and inquiry into teaching and learning.

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provide opportunities for students to experience personal, intellectual and academic success.

WHAT WE DO

We support teachers and leaders in growing learning communities that are focused on continuous improvement. Part of our focus is on helping teachers to develop their expertise in designing and implementing rigorous, standards-based and content-rich lessons that meet a wide variety of students’ needs.

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We utilize Content Coaching, to improve classroom discourse development, robust lesson design and reflection, and refinement of teacher pedagogy.

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We pay specific attention to meeting the needs of students and their communities by promoting engaging and culturally-relevant tasks.

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We attend to developing students’ mathematical habits of mind and mathematical practices, to support and strengthen student’s mathematical disposition.

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We emphasize the teaching of mathematical big ideas and the network of connected concepts so that students see mathematics as a whole, connected body of information rather than a set of disconnected ideas.

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We utilize multiple, simultaneous representations to deepen conceptual understanding and make ideas visible

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We incorporate pedagogical practices (teacher moves) that promote engagement and facilitate students’ opportunity and ability to communicate what they know and understand.

How do we know this works?

Evidence of Teacher Growth:

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Teachers believe in students and engage them through powerful routines that develop the habits they need to work on rich complex tasks.

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Teachers select tasks with intention, considering the needs of their students, the standards and the big ideas they need to develop and ensure the tasks are meaningful and culturally relevant for students

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Teachers create a culture of discourse in their classroom and are becoming more skillful in facilitating learning

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There is a shift in lesson planning from thinking mostly about how the lesson will unfold to also thinking about the big ideas to be explored, the models that will make those big ideas visible and the plethora of viable strategies and approaches students might use.

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They have a greater understanding and appreciation of the impact of the teacher in student learning and the agency to make decisions that supports students’ continuous growth

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Teacher teams show willingness to learn and collaborate in the study of teaching itself and to reflect on their own practice

Evidence of Student Growth:

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Increased student engagement and contributions to mathematical conversations.

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Student growth on assessments

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Improvement in the quality of student work samples (e.g. more reasoning in their writing, clarity of expression, and diagrams and mathematical models used strategically).

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Greater disposition for mathematical thinking and problem-solving

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Development of a positive mathematical identity reflecting a belief in their ability to learn and to do math.