Carla Bidwell is the Secondary Mathematics Coach at East Hartford Public Schools supporting 38 teachers teaching a variety of math subjects. Through research, data meetings, lesson planning, observations and co-teaching she does what it takes to ensure those teachers have what they need to excel in their roles.
She joined the EHPS community four years ago bringing with her 25 years of education experience.
EHPS Secondary Mathematics Curriculum Supervisor Bob Janes said, “She has a wealth of knowledge of the Common Core math standards, of instructional techniques, of routines in the classroom, of different ways to assess students, ways to build conceptual understanding, building applications with students. She knows so much about math education, and it is fantastic to have her to share that knowledge with me and with our teachers.”
Her work involves big-picture vision, research and strategic planning to drive instructional improvement. But she also works closely with both new and veteran teachers providing direct, practical support centered on improving student outcomes.
“Carla's able to attend all of our instructional data team meetings (IDTs), and is able to listen to teachers in a way that I've found most people aren't. She can understand exactly what their challenges are and support them in solving that challenge, but not necessarily doing the work for them. I think she's able to support teachers in a way that empowers them, improves their instruction, and improves her outcomes for kids,” said Janes.
Learn more about Carla Bidwell in the Q&A below.
How long have you been in your role in East Hartford and what was your background before joining our team?
Bidwell: This is my fifth year in East Hartford, 25th year in education. I was a high school math teacher. I was a middle and high school math coach, and then did about seven years of professional learning all over Metro Atlanta. And then, I came here.
What does your role as secondary math coach entail?
Bidwell: My main job is to support teachers in whatever way that looks like. Ultimately, my job is to support them in math instruction. So, I go to IDT meetings where we work on planning units, planning lessons. But I also support them in the classroom. So that could be a quick 5-to-10-minute observation where I give them some, what Bob Janes and I call, “sticky note feedback.” But it could also be going in to team teach with them or to demonstrate a lesson. Anything I can do to support them and just help them do their jobs better.
What does a typical day look like for you?
Bidwell: That’s one thing I love about my job, as opposed to being in the classroom, is there’s not a typical day. I mean, I have IDT meetings that I go to, and they’re on a set schedule, but in between those it’s supporting teachers wherever they need support. So it might be doing two hours of just going in and doing 5-to-10 minute observations. But it also might be, I’m supporting a teacher now where every 8th period I’m going to be in there for a few days, just to help her in the class with instruction. So it varies, and that’s kind of the part that I like about it. But I also really miss being with kids. So, it’s great when I go in and do observations that I sit down with a group of students and just talk to them and hear what they’re learning about math.
What do you like most about your job?
Bidwell: I love my job. Our teachers here at East Hartford, our math teachers are amazing. So, it's really fun just to be around them and be in meetings with them and work with them. But like I said, it's also really great being with students because I, when someone asks me what I do, I'm a teacher. And so, I just love being around them and being able to hear what math they're doing and what they're learning, and supporting them.
How does the work you do as a coach impact students?
Bidwell: My main job is to support teachers, but I feel like if the teachers are well supported and they're confident in what they're doing, then they're less stressful. And a less stressed teacher can do a better job teaching students, and then the students feel less stress and they feel more supported, which ultimately leads to more math learning. That's ultimately what we're here for.
This interview has been edited for length and clarity.