Administrative Team

Our Administrative Team

The administrative team at Clark Lane Middle School is comprised of the Principal, Mr. James Sachs, and the Assistant Principal, Ms. Tracy Moore.  Each administrator brings a wealth of experience to our district.

James Sachs
Mr. Sachs has a Bachelor of Arts from Connecticut College where he majored in Government and minored in History. He spent many years as a manager and left the business world in 1996 to obtain his Masters in the Art of Teaching (MAT) from Quinnipiac University. Mr. Sachs worked at North Haven Middle School during his internship, and was a history teacher and later department chairperson during his eight years in the Meriden Public School District. Mr. Sachs then obtained his 6th Year Degree in Educational Leadership from Southern Connecticut State University. Mr. Sachs was Dean of Students for three years at C. M. McGee Middle School in Berlin and then Assistant Principal for three years at Berlin High School. Mr. Sachs came to Clark Lane Middle School in July of 2011.

Tracy Moore

Ms. Moore brings seventeen years of professional experience in education to her position. She holds a Masters of Education in Educational Technology from the University of Hartford, and a Bachelor of Science in Math and Science Studies from Vanderbilt University. In addition, she successfully completed all coursework for her Administrator Certificate at Sacred Heart University.

Both leaders are excited to have the opportunity to shape education in Waterford and lead a dedicated staff of professionals in sustaining school improvement and fostering a positive, safe and peaceful school climate.

School goals are driven by the careful analysis of student performance data and school learning objectives stress depth of knowledge and promote student independence as a learner. The administration shares a collaborative approach to developing common professional growth plans that use resources, activities, and leadership experiences within and outside of the school. All stakeholders are included in the collaborative effort to meet all students’ individual learning needs. Responses to families model a two-way communication system that supports frequent, proactive, and personalized communication about student performance and learning. We are always willing and available to discuss any concern of our students, teachers, parents or community members!

We attend national affiliations, attend relevant professional development as well as coordinate and facilitate such experiences for our staff, and serve active roles within the Waterford community. We invite community members to visit our school and view first-hand the high level of engagement our students are fortunate to experience on a daily basis.

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