New assistant super says she is here to help

FALLS VILLAGE — Pamela Vogel, the new assistant superintendent for Region One, was putting the finishing touches on her new office on Friday, July 17.

“How does it look?” she asked.

It looked organized.

Vogel began her new job July 1. She was the superintendent of the East Union, Iowa, Community School District (enrollment: 600).

East Union has five towns and, in the 15-year history of the district, sometimes the towns have not agreed.

So Vogel is used to the give-and-take of a multi-town school district.

Vogel and her husband, Dennis, found a rental home in North Canaan, and have been busy getting settled.

Part of getting settled is learning how to get from Point A to Point B in the land of winding roads.

“I don’t think I’ve been on a straight road since I’ve been here,” she said with a laugh.

Vogel has been meeting people in the six Region One towns (Canaan/Falls Village, Cornwall, Kent, North Canaan, Salisbury and Sharon). She has learned the difference between the Town of Canaan (Falls Village) and the town most people refer to as “Canaan,” meaning, of course, North Canaan.

She has met with the principals of the six elementary schools, to find out what they have been working on.

One immediate (if long-range) goal is to work with the principals and Superintendent Patricia Chamberlain on a three-to-five-year plan to implement the mission statement of Region One, and to coordinate that with the situations in the K-eight schools.

Vogel said she quickly realized that the town schools all have their own distinct character.

“We’ll work together with the principals, and what we do will vary between districts.”

(Vogel has also mastered the legalese of Region One, in which each town is a separate school district, although they are rarely referred to that way.)

Vogel then plans to work with the principals on “developing leadership teams in the schools.”

She said that there are 15 teachers in Region One who are in the process of getting an administrative certificate of some kind. “We’ll enlist the help of these people.”

She described the function of the leadership teams in general terms: The teams will meet with the principals to discuss student achievement, identify strengths and weaknesses, and develop strategies to help teachers.

She said a team approach works better than a top-down approach.

“It’s not just a matter of looking at data and admiring it, but deciding where we are going and how to get there.”

The goal is to eventually have an aligned curriculum and assessment process in all six elementary schools.

“So when the students get to the high school they have the same set of knowledge and skills.”

Vogel said she is particularly interested in how the town schools are implementing the Response to Intervention (RTI) strategies, in which students in need of extra help are identified and the help (interventions) delivered.

“Are we providing enough intervention time?” she asked rhetorically. “Time is a commodity.”

She said the implementation of the Common Core State Standards lends “a sense of urgency” to the RTI work.

“We’re expecting a lot of things of our kids. Common Core means nothing if we’re not providing the interventions — whether it’s after school, tutorial, summer school.”

Another area where she expects to make some changes is in the integration of special education and general education.

Vogel taught special education and has a family member with Down’s syndrome, so it’s a subject she feels strongly about.

“I grew up knowing how they were treated,” she said of special education students.

She said the goal for special education students is to get them in the least restrictive environment, or LRE.

Vogel will also be working with Housatonic Valley Regional High School Principal Jose Martinez and Assistant Principal Ian Strever on the high school’s accreditation process.

Vogel was asked about her personal management style.

“Collaborative,” she said. “I always feel we get more success when we talk things through.”

She believes in getting as much background information as possible — “so I understand how we got there.”

But she is willing to assert her authority if necessary.

“Sometimes we have to agree to disagree,” she said. “There are some non-negotiables — Common Core, for instance.”

“If someone refuses to get on the train, then I have to be more direct. It happens in any administrative position.”

Once the plan is in place, however, “I’ll keep making sure that people get the assistance they need.”

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