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Lucy West established Metamorphosis TLC after an outstanding run as Director of Mathematics Instruction in New York City’s famed Community School District 2. During her tenure, District 2 innovated cutting edge professional development practices that have now become best practices—content coaching, walk-throughs, professional learning communities, and lesson study, to name a few. While representing District 2 in the creation of the Institute for Learning at the Learning Research and Development Center, University of Pittsburgh, she co-authored the classic Content-Focused Coaching: Transforming Mathematics Lessons (Heinemann, 2003), with Professor Fritz C. Staub, now in its 16th edition.
Lucy also served as Deputy Superintendent of Curriculum and Instruction K-12 for close to 200 schools in Region 9. After orchestrating many successful initiatives and partnerships for the region, she went on to partner with some of the most challenging urban systems in the country.
Lucy is recognized internationally for her innovative, effective, and cutting edge ideas and proven practices for transforming schools into thriving multi-generational learning communities. Her experience at every level of the system—from classroom teacher, to building administrator, to curriculum coordinator, to district administrator— and as a consultant to urban, suburban, and rural schools and districts, uniquely qualify her to assist schools and districts. She has consistently received accolades for helping both adults and students become more scholarly and inquisitive about teaching and learning.
Lucy is a frequent keynote speaker and presenter at national and international conferences, including the Harvard Institute for School Leadership, NCSM, NCTM, ASCD, NSDC, EARLI, and New Leaders for New Schools. She has been an instructor of mathematics education courses for Bank Street College of Education and CCNY’s Mathematics in The City Project. Her two most recent publications are Agents of Change: How Content Coaching Transforms Teaching and Learning (Heinemann, 2013); and Adding Talk to the Equation: Discussion and Discovery in Mathematics (Stenhouse, 2016).
For more than 20 years, Lucy West has been studying mathematical classroom discourse. She believes that teachers need to understand what their students are thinking as they grapple with rich mathematical tasks and that the best way to do so is through talking and listening.
In this video-rich edition of Adding Talk to the Equation: Discussions and Discovery in Mathematics, she invites teachers into real-life classrooms where all students stay in the game, stay motivated about learning, and ultimately deepen their understanding.
Designed for math teachers and coaches in grades 1–8, this self-study guide showcases elementary and middle school classrooms where teachers inspire even the most reluctant students to share their ideas. Through the stories of skilled teachers, West offers play-by-play commentary as they get more comfortable with new talk moves and learn to tune in and respond to students’ math conversations. Although these discussions occur in math class, the strategies can be used to create a respectful, productive environment for any subject area.
This video-based resource examines the importance of creating a safe learning environment; the value of thinking, reasoning, and questioning; the role of active, accountable listening; and the necessity of giving all students a “you can do this” message. West also emphasizes that slowing down, even in the face of time constraints, is crucial for creating a classroom where all students feel they have something to contribute.
This guide includes transcripts of the case studies, with insightful commentary from West that gives you a window into her thinking and the complexities of the work she is doing with teachers, as well as her reflections on missed opportunities.
Mathematizing Children’s Literature
Sparking Connections, Joy, and Wonder Through Read-Alouds and Discussion