inSights Magazine

A Publication of Enfield Public Schools inSights Fall 2015 his edition of inSights highlights some of the most recent additions to Enfield Public Schools. We showcase the addition of SeaPerch, a program in which JFK students build a remotely operated underwater vehicle. The upcoming move of the Enfield High School staff into the new Enrico Fermi STEAM wing, which will take place over the Thanksgiving break, is also featured. Much of this issue, however, is devoted to introducing new teachers and administrators to the Enfield Public Schools family. In reading these articles, one of the most common threads is the respect and admiration EPS teachers have for one another. The words of these teachers and administrators define what it means to be a part of the Enfield Public Schools. t didn’t come as a surprise when district always supported her as a Connie Mazzetta said she doesn’t professional, encouraging her to have one memory of the greatest participate in professional development when she began to focus her periences joy in her job every day, interest in Behavior Analysis traineach time she walks into a room ing and education-based treatment. and connects with students. In fact, With the support of the school systhe joy she experiences is what has tem, Connie became a board certikept her in the field of education fied Behavior Analyst. In her role for 30 years and makes her happy of Special Education teacher and to represent the dedicated teachers Behavioral Analyst, she focuses on working with children with Autism beginning in preschool and throughout their educational careers. in Enfield as “Teacher of the Year.” Connie is a native of Chicago, Illinois who came to Connecticut in 1988 and began a career in education. She taught in the Hartford Public Schools, worked at the Gengras Center in West Hartford, and landed in the Enfield Public School system 20 years ago. When she came to Enfield, she felt like the Connie believes the most important thing she does for children is teaching them the skills and dispositions they need to learn. She recognizes she is successful when students come running to her asking, “What are we going to do today?” She knows she has built instructional control in their lives and makes their learning “just right” for them. That is the goal on which she dedicates her daily work. Her career as a consultant focuses on changing