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