March 2016 - College of Education

VOLUME 36, ISSUE 2
SCATTER
S CAT T E R
C H AT T E R
MARCH 2016
HIGHLIGHTS IN THIS ISSUE:

 CREATIVE THINKING WORKSHOP
 FIELDTRIP: SCATTERS GO TO
BUSCH GARDENS
 MEETING A NATIONAL GEOGRAPHIC EXPLORER
 NATIONAL BOARD (NBPTS)
CERTIFICATION
 HELPING ELLS & TEACHING
ABROAD
 CONFERENCE HIGHLIGHTS
 KAGAN TRAINING AGAIN

MAY 6TH — SCATTER CELEBRATES 35 YEARS
Above: Sarah Kiefer, Associate Professor of Educational and Psychological Studies, kicks off the
2016 Spring SCATTER Workshop Series.
Below: SCATTERs visit Busch Gardens up close and personal.
SunCoast Area Teacher Training and Educational Research
(SCATTER) Honors Program
Dr. Joan F. Kaywell, Director
E-mail: [email protected]
Andrea Thompson, Assistant
E-mail: [email protected]
Office Phone: (813) 974-2421
VOLUME 36, ISSUE 2
INSIDE THIS ISSUE:
S
C
A
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H
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A MESSAGE FROM DR. KAYWELL
PAGE 3
SUPPORTING STUDENTS’ CREATIVE THINKING
PPS. 4-5
AN EVENING WITH ERIKA BERGMAN, A NATIONAL
GEOGRAPHIC YOUNG EXPLORER
PAGE 6
BECOMING NATIONALLY BOARD CERTIFIED
PPS. 7–8
FIELDTRIP: EDUCATORS AFTER DARK SLEEPOVER AT BUSCH GARDENS
PPS. 9–11
ACCESSIBLE INSTRUCTION FOR ELLS AND ALL
PPS.12-13
STUDENTS
LEARNING ABOUT ELLS FIRST HAND BY TEACHING
ABROAD
PAGE 14
SCATTERS RECEIVE MORE KAGAN TRAINING
FLAG AND FCIS CONFERENCE REFLECTIONS
USF’S MULTICULTURAL FAIR’S IMPACT
HOW SCATTER GIVES BACK
PAGE 15
SAVE THE DATE: SCATTER CELEBRATES 35
YEARS ON MAY 6, 2016, AT 5:30 P.M.
WHERE HAVE ALL THE SCATTERS GONE
SPRING 2016 WORKSHOPS & CONFERENCES
PAGE 19
ATTENTION:
to the SCATTER Store
Go
and place your order for
When I Grow Up, I’ll Be a
Bull! $12.00 if you come
by the office to pick it up;
$15.00 if you want us to
mail it to you.
PPS.16-17
PAGE 18
PAGE 18
PPS.21-23
PPS.24-25
March 2016
Newsletter Contributors:
Catherine Cibulas, Omar Cosme,
Caylee Fredette, Jena Howard, Beth Landy,
Danielle McGoldrick, Heather Palmer,
Akshita Sathe, Shanna Sims, and Jake Weininger
The purpose of the SCATTER Chatter Newsletter is to inform,
enhance and educate the members of the SCATTER organization
as they seek and contribute to SCATTER’s Legacy of Excellence.
Would you like to be a permanent reporter for the SCATTER Chatter Newsletter?
Would you like to write an article for service hours? Do you have an idea for an
article that you would like to share with a reporter?
Please contact Jena Howard for more information.
2
VOLUME 36, ISSUE 2
A MESSAGE FROM DR. KAYWELL
In reflecting over my time
as Director of SCATTER, I am so
impressed by the students’ doing
whatever it takes to be the best
teacher they can be. Since fall
2014, we have had several VITAL
SCATTER graduates who have
done extraordinary things by going
“above and beyond” their program
requirements. In the last four semesters (fall & spring) of the 141
SCATTERS who have graduated,
we have had

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

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




Five King O’Neal Scholars,
graduating with a 4.0 G.P.A.;
Four COEDU Graduate of Distinction Award winners;
Three students who received
funding for grants;
One student who presented research at an international conference;
Four students who presented
research at a national conference;
Nine students who presented
research at a state conference;
Seven students who presented
research at the USF Undergraduate Research and Arts Colloquium;
Four students who have studied
abroad;
Three students who served as a
representatives of the College
of Education on the USF Student Government; and
One SCATTER who received
the USF Undergraduate Scholar
Award for global experience,
faculty-mentored research, and
community service.
gram. It is little wonder that
SCATTER is celebrating its 35th
Anniversary this May 6th at 5:30
p.m. in the ROTC Building.
There are many surprises in store,
so I hope you can attend. We
have a limited number of remaining seats so please register ASAP
by visiting the SCATTER store.
In preparation for the event, the
Leaders for Education student-led
advisory group is sponsoring
SCATTER’s first-ever flea market. Faculty, students, and staff in
the COEDU have been asked to
donate any unwanted items to help
us raise money for our celebration.
The actual sale (pictured right)
will take place on Friday, April
8th from 9:00—5:00 in TECO
Hall. Please help us if you are
able; donations are also welcome.▪
Below: Danielle Day was the big winner
of the semester dinner at my house. She
requested Italian so she and her friend
Brian enjoyed a Caprese salad, rigatoni
with sausage and meatballs, and Gelato.
Afterwards, Brian tried on a helmet and
really got into the act.
Needless to say, the SCATTERs
make me so very proud and I feel
very privileged to be able to serve
as Director of this wonderful pro3
VOLUME 36, ISSUE 2
SUPPORTING STUDENT S’ CREATIVE THINKING
WORKSHOP (1/25/16)
As I sat down in front of the computer to write
this article, Microsoft Word opened. After an hour
had passed, all I had gotten done was writing the title
of this article and my name. I just sat there and stared
at the blinking cursor. I felt like the cursor’s flashing
sent my brain a signal, a signal to spark my inner creativity. And then… I wrote that intro. You have just
witnessed my best shot at creative writing. It’s not so
bad for a physical education major, if I do say so myself, but now about the workshop itself.
By: Jake Weininger
The presenters quoted Plucker, Beghetto, &
Dow’s (2004, p 90) definition of creativity as, “The
interaction among aptitude, process, and environment by which an individual or group produces a
perceptible product that is both novel and useful as
defined in a social context.” A key indicator of creativity or creative thinking is the novelty and usefulness (appropriateness) of the product.
I feel that presenters went over many theories and
methods that lead to student’s creative thinking
while being creative themselves. In order for teachers to spark that creative fire in students, they need
to support individuality and work towards getting
them intrinsically motivated. We learned that research now supports that creativity can be learned
and developed. Teachers can encourage creative
thinking by
Dr. Sarah Kiefer, an Associate Professor of
 Modelling creativity
Educational and Psychological Studies, and two of
 Questioning assumptions
her doctoral students Megan Just and Katie Jansen
 Encouraging risk taking
began the workshop with a great icebreaker. We were
 Promoting persistence
all asked to stand up, form a circle, and answer this
 Allowing mistakes
question out loud, “What is the first thing that comes
 Providing opportunities
to mind when we
 Rewarding Creativity
hear the word
 Assigning student-centered projects
“Creativity is the
‘creativity’?”
 Supporting Habits of Mind
Many
of
the
interaction among
words we said are According to Costa and Kallick (2008), there are 16
aptitude, process,
probably
what Habits of Mind teachers can promote:
and environment
you as a reader
have in your head
by which an
1. Persisting
right now. Here
2. Managing impulsivity
individual or
are some exam3. Listening with Empathy
group produces a
ples: art, music,
4. Thinking Flexibly
personality, difperceptible
5. Thinking About Thinking
ferent, abnormal,
6. Striving for Accuracy
product that is
abstract, individu7. Questioning and Posing Problems
both novel and
ality and many
8. Applying Knowledge to New Situations
more. Many of
useful as defined
9. Thinking and Communicating Clearly
these words ended
10. Being a Keen Observer
in a social
up being the com11. Creating, Imagining, Innovating
context.”
mon theme for the
12. Responding with Wonderment & Awe
Plucker, Beghetto, &
remainder of the
13. Taking Responsible Risks
Dow
workshop.
14. Finding Humor
Continued on page 5
4
VOLUME 36, ISSUE 2
15. Thinking Interdependently
16. Continuously Learning
Creative thinking can be developed and nurtured in students, making it an important outcome of the learning
process for students and educators. Based on a 4P model, we were asked to rotate to four separate stations
and answer the question, “How can teachers support creative…1) People, 2) Processes, 3) Products and 4)
Press (environment)?” After we completed each rotation, each group reported out from the last station. Afterwards we had a large group discussion of the barriers/obstacles to support creativity in these domains.
Above (L to R): Bibor Hivatal, Erika Watts, Shanna Sims and
Dr. Kaywell being creative.
Below: Jake Weininger reports out from his group.
Above: SCATTERs reporting out after the 4P Model Activity.
Below: Alice Horton reports out from her group.
There was a lot more information given during this workshop than I can explain. But I must say, this was my
favorite workshop so far as a SCATTER not just because of the interesting topic but because of the way it
was presented. Dr. Kiefer, Megan, Katie and David Seis, an undergraduate student working in Dr. Kiefer’s
research lab, did a fantastic job keeping all of us engaged with many group activities. The time just flew by
since it was so much fun! If you happen to see this workshop on the calendar in
the future, I highly recommend singing up for it! Lastly, watch this short video
and https://vimeo.com/105388899 and answer this question: “How would you
support a learner’s exploration, creativity, and play?”▪
5
VOLUME 36, ISSUE 2
AN EVENING WITH ERIKA BERGMAN, A
NATIONAL GEOGRAPHIC YOUNG
EXPLORER (2/9/16)
By: Caylee Fredette
As a SCATTER, I am required to volunteer and am presented with some amazing service
opportunities. While volunteering
as a judge for the 2016 Hillsborough Regional STEM Fair, I
was presented with the opportunity
to meet the National Geographic
Explorer and Submarine Pilot, Erika Bergman.
ence interesting by making it inviting to both boys and girls. Science is
a world of possibilities as long as
that door is kept open. As her closing remark Erika reminded all of us
to “keep exploring!”▪
Check out these videos and show
them to your students:
Meet Erika Bergman (1:12)
Classrooms Under the Sea - Curacao (3:34)
Making Waves/Eco-Tourism 16:35
Erika Bergman spoke to a packed
room full of teachers, students, and
science lovers about her passion in
life: exploring. Erika spoke with
us about her background as a diesel engineer and then the opportunity for her to become a submarine pilot. Being a submarine pilot, Above: Erika Bergman exploring for National Geographic.
gave her many adventures search- Below: Caylee Fredette and Erika Bergman remind us to keep exploring!
ing the ocean for lost pieces of history. Her passion culminated in
her being named “A National Geographic Young Explorer for 2013.”
Ms. Bergman was in town to host
the first-ever Girls Underwater Robotics Camp for 20 underprivileged middle and high school girls.
In this camp, hosted by Erika
Bergman herself, the girls created
two fully-functioning underwater
drones and then tested them in
Tampa Bay for this first-in-thenation adventure. Erika actually
brought one of these drones for the
audience to see, and she allowed
the children in the audience to
come handle the drone.
Erika’s main message was that it is
possible for girls to achieve anything they want. “Once girls reach
middle school, they often lose interest in science,” she stated. Erika
wants us as educators to keep sci6
VOLUME 36, ISSUE 2
WHAT EVERY TEACHER NEEDS TO KNOW
A B O U T B E C O M I N G N AT I O N A L LY B O A R D
CERTIFIED (2/12/16)
As the week came to a close on
Friday, SCATTERs gathered into TECO
Hall with Aimee Ballans, a National
Board Certified Teacher, history teacher,
and previous mentor to 1st and 2nd year
teachers who currently serves as a lead
mentor for the peer mentors to those beginning teachers. Through this workshop,
she provided SCATTER members with a
better understanding of the National
Board Certification process as well as its
benefits. Additionally, she spoke of the
“habits of mind” teachers can develop that
can be used to impact student learning.
The workshop began with the question,
“What has the biggest impact on student
learning?” Five possible choices followed
and each attendee was asked to stand next
to their number one answer for that question. The choices were,
1.
2.
3.
“Teachers are committed to students and their learning.”
“Teachers know the subjects they
teach and how to teach those subjects to students.”
“Teachers are responsible for managing and monitoring student learning.”
Teachers are
committed to
students and their
learning.
4.
5.
“Teachers think systematically about
their practice and learn from experience.”
“Teachers are members of learning
communities.”
By: Beth Landy
conclusion of the lesson. Another character that can be utilized in this strategy is
T.I.B., the dog, which stands for “This Is
Because…” During this workshop, Ballans modeled how setting the learning
objectives and the expectations through
this strategy (see next page for illustration).
The majority of participants chose the first
response on the basis that it was the most
broad and encompassed the other four Right: W.A.L.T.
choices. No doubt every single choice has says, “We Are
an impact on student learning. After some Learning Today…”
deliberation, a conclusion was made that
all five are necessary for the success of the
student as well as the teacher because each
one works together to create the biggest
impact on learning. With this revelation,
Ballans revealed that these choices are
actually the Five Core Propositions that the
Left: W.I.L.F. says,
National Board of Certified Teachers
“What I’m Looking
(NBCT) stands on.
For…”
Ballans then shared a strategy she picked
up while at Cambridge called W.A.L.T.,
which stands for “We Are Learning Today…” and W.I.L.F., which stands for
“What I’m Looking For…” whose characters are pictured at right. The purpose of
these characters is to help the teacher to
establish the aim of the lesson and what the
teacher is specifically looking for at the
In order to meet these expectations and
learning objectives, the attendees had to
first learn more about National Board Certification. This is “the most respected professional certification available in education” and aims at recognizing outstanding
Teachers
know the
Above:
Grace Gardner
relives a memoryTeachers are
they
responsible for
ofsubjects
when she went
on teach
a fieldtrip. Most had
a story
share;to
they
are memorable. managing and
andtohow
teach
those subjects to
students.
Teachers think
systematically
about their practice
and learn from
experience.
monitoring student
learning.
Teachers are
members of
learning
communities.
Where do you stand?
Continued on page 8
Continued on page 7
7
VOLUME 36, ISSUE 2
What I’m Looking for…
…an increased understanding
of the National Board
Certification Process
We Are Learning
Today…
…consideration of the
potential benefits of
pursuing Board Certification
at the start of one’s career
…the purpose and value
of becoming National
Board Certified
…an awareness of key
“habits of mind” associated
with Board Certified
teachers and the impact
they have on student
learning
… “habits of mind” of
National Board
Certified Teachers
ready proven that we go above and beyond
the expectation as well as strive to be the
best possible educators. In order to continue to prove this, we need to build our
“habits of mind” to become as Ballans stated, “unconsciously competent” in the best
teaching practices. This means that as educators, we continually look at our teaching
practices to reflect for improvement and
make data-based decisions based off stucontent dent work.
ing teachers that go above and beyond in
their field. We SCATTERs are expected
to “go above and beyond” so this workshop was perfect for us. Teachers create
their standards for what an accomplished
educator should look like in the 25 available areas, in Pre-Kindergarten through
twelfth grade. In order to become certified, there are four components:
1.
2.
3.
4.
Written assessment of
knowledge
Reflection on student work samples
Analysis of teaching practices
Documented impact as professional
educator
The process is quite grueling, but well
worth the benefits according to Ballans.
Before beginning the process, it requires
that educators teach for three years before
applying. Currently, it costs $470 per entry with the total cost around $1,900 with
the added registration fees. However,
there is a movement towards finding creative ways to eliminate the cost barrier for
educators seeking to be nationally board
certified. Through the idea of NBCT, the
certification should transfer from state to
state; however, in most areas, it will exempt a NBCT from taking parts of the
state certification test, but there is usually
a few specific to the state, region, or
county, that may still be needed to teach.
So why should we be talking about this
now? Well, as SCATTERs, we have al-
2.
3.
4.
for meeting expectations.
Analyze student work and sort into
categories.
Identify patterns in the groups that
show parts of the standard that are
strengths and those of concern.
Brainstorm ways to differentiate
with the goal of moving each student to the next level.
The workshop ended with the ideas of
reflection as a “habit of mind.” As John
This entails analyzing student work to Dewey stated, “We do not learn from exidentify the students’ needs as well as re- perience…We learn from reflecting on
flecting on your own teaching practices. As experience.”▪
Ballans mentioned, this aligns with 1b,
“Know your students,” on the Florida Edu- Below: Aimee Ballans shared that it was
cator Accomplished Practices (FEAPs) her cooperating teacher who planted
rubric to demonstrate how this is a stand- the seed for her to become NBPTS certified during her 4th year of teaching; she
ard followed by all accomplished educadid and so should we as SCATTERs.
tors. Analyzing student data reveals patterns to aid in guiding differentiated instruction. The topic, “differentiated instruction,” gave way to lots of discomfort from
attendees due to the overwhelming responsibility brought on by differentiation. However, Ballans shared a method of analyzing
student work to differentiate instruction in
a less mind-boggling manner. Through
these four steps she revealed how this process can become second nature as it becomes a “habit of mind.” This only occurs
through practice, time and moving through
the process of analyzing student work. The
fours steps to analyzing student work are:
1.
Identify standard and create criteria
8
VOLUME 36, ISSUE 2
FIELDTRIP: EDUCATORS AFTER DARK
SPEEPOVER AT BUSCH GARDENS
(2/13/16)
By: Heather Palmer
Ten SCATTER members
had the opportunity to participate
in an overnight workshop offered
by Busch Gardens for a multitude
of amenities and memorable experiences at a discounted price. The
Busch Gardens series, held each
February and November, is titled
“Educators after Dark” and the
topic of this overnight workshop
was “Animal Adaptations.”
toed tree sloth has adapted in a variety of ways to support its functionality. Since sloths live high up
in the trees, they have adapted to
only go to the bathroom once a
week. A weekly bathroom trip
means sloths only have to climb
down the tree, thus exposing them
to predators, only once a week.
Above: Undrecia Pedraza was deemed
the most fit in the Survival of the Fittest.
Above: Jenna gave everyone a chance
to pet the sloth, and SCATTERs were
even allowed to pose with him.
Above: Some lucky SCATTERs who got
to attend - Front Row (L to R): Beth
Landy, Akshita Sathe, Dominique Cribb.
Second Row: Heather Palmer, & Justina
Gomez-Guadalupe. Standing: Christy
Langsdale, Undrecia Pedraza & Andrea
Thompson.
The night began with a
brief orientation and a delicious
complimentary dinner, which included an assortment of desserts.
Next, we moved as a group to the
Animal Center where Jenna
(pictured right) defined and explained “adaptations” before having some volunteers play a game
of “Survival of the Fittest.” I am
happy to announce that our very
own SCATTER Undrecia Pedraza
was deemed the fittest of the competitors. The fittest person is not
necessarily the strongest physically
but is the person who’s contributed
the most to the future gene pool;
Undrecia had the largest family
among the participants.
Below: Dominique Cribb and Justina
Gomez-Guadalupe wait to test out echolocation in a Busch Gardens’ classroom.
Survival of the fittest directly affects how adaptations work.
Animals who have adapted to their
environment are generally considered to be more fit. For example,
we met the first Animal Ambassador of the night, a sloth! The twoWe continued on to our
next breakout session in which we
practiced the best way to teach
echolocation. Echolocation is a
rather abstract concept for students
to grasp, but not when they can
practice it for themselves. In order
to simulate echolocation, a water
Continued on page 10
9
VOLUME 36, ISSUE 2
gun was used to move back and
forth, from top to bottom on a specific shape.
When squirting
against a triangle, the water makes
contact with the metal and creates
sound. By facing the opposite direction, we were able to identify a
variety of shapes (circle, triangle,
square, and rectangle) based off of
the sounds we were able to track
with our hearing.
We travelled through the order to blend into the grassy
park on a night hike in order to fields.
meet and discuss animals that aren’t
able to be brought inside. We visited a hyena enclosure as well as a
lion enclosure. Animals at Busch
Gardens receive a variety of enrichment activities, such as banana
leaves for lions that help them
maintain their natural instincts.
The next animal Ambassador we
met was a beautiful owl. The eyes
and rotation ability of their neck
allows owls to heighten their vision sense, thus an adaptation to
aid them in survival.
Above: Dustin taught us interesting information on our night hike.
Below: No one wanted to mess with this
hippopotamus.
Above: Amber told us all about Kenya, a
Serval cat.
Below: Undrecia Pedraza and Grace
Gardner learn to adapt to their environment.
Fun Fact
If humans had eyes at the same
proportion as an owl does, our
eyes would be the size of grapefruits.
Our final animal visited during the night hike was the most dangerous animal in Africa, the hippo.
If this was not what you expected, it
took us by surprise as well! We
found that hippos have adapted so
that only their ears, eyes, and nose
remain above the water line. This
makes it extremely difficult for people to see hippos, and since these
herbivores are extremely territorial,
they become violent and have
caused deaths.
After we met Kenya, we
worked in groups in order to build
We finished the night off with a fi- our own animals. A huge costume
nal meet and greet with Kenya, a bin was our resource, and each asServal Serengeti cat. Servals use pect of our animal had to be
their short tails and patterned fur in
Continued on page 11
10
VOLUME 36, ISSUE 2
thought through. Each group had
so much fun with this activity, and
I will definitely recreate this with
my own group of students.
Above:
Andrea Thompson, Justina
Gomez-Guadalupe, Dominique Cribb,
Akshita Sathe, Grace Gardner, Beth
Landy, Heather Palmer, & Undrecia
Above: Justina Gomez-Guadalupe, Ak- Pedraza pose in front of the tiger at Tiger
shita Sathe, Beth Landy, Grace Madden, Lodge.
Below: A good complimentary breakfast
Heather Palmer, Dominique Cribb, &
Grace Gardner were the night owls of the is another great way to start a day.
group.
Below: Waking up to tigers is a great
way to start the day.
Before it was time to settle
down for evening, some of us
played on the adult-sized jungle
gym until midnight. Afterwards,
we hunkered down and slept the
night at Tiger Lodge and woke
bright and early to two beautiful
Bengal tigers wandering around
their enclosure. After a complete,
complimentary breakfast, we went
on a safari. I must admit that the
safari was my favorite part of the
adventure.
We travelled through the
Busch Gardens safari to meet rhinos, two breeds of zebras, ostriches,
and my favorite -- the giraffes! Giraffes have long necks, an adaptation, not only to reach leaves up
high in the tree but as a way for
male giraffes to fight.
Fun Fact
Grace Gardner, a secondary Math
Education major, learned that hyenas can eat and digest bones.
Above: Dominique Cribb, Akshita
Sathe, ??? Heather Palmer, Beth Landy
& Grace Gardner begin their safari.
Below: Dominique Cribb & Akshita
Sathe staying on the far side of this giraffe’s 20 inch, blue tongue.
Before we left, Busch Gardens supplied us with multiple lesson plans directly aligned to the
State Standards on adaptations.
Busch Gardens encourages educators to bring their students to their
park for educational purposes. I
had no idea the level of support
Busch Gardens offers teachers, and
it is first rate. Their Educators after Dark series in November is all
about zoo keeping, so keep your
eyes and ears open for that opportunity. Perhaps SCATTER will
hold another grant writing workshop to fund a field trip to Busch
Gardens.▪
Thank you
Busch Gardens.
We
loved
the experience!
11
VOLUME 36, ISSUE 2
ACCESSIBLE INSTRUCTION FOR ELLS
AND ALL STUDENTS (2/25/16)
By: Omar Cosme
today is home to a significant number of ELL students. The unfortunate truth is that every region is not
appropriately equipped or prepared
to serve ELL students. Dr.
Thornton exhibited a number of
supporting statistics to illustrate his
point. Two that seemed alarming
to me were that one in five school
age children in the U.S. does not
speak English at home, and that
over 70% of those students mark
below language proficiency levels.
Pictured Left: Dr. Steve Thornton, USF
Professor of Social Science Education..
This workshop explored
how maps, photographs, and artifacts can facilitate learning for all
students, especially those learning
English. It was an even greater
workshop than I originally anticipated. The talk was given by Dr.
Steve Thornton, who co-authored
the middle grades social studies
textbook, Gateway to Social Studies, with Dr. Bárbara Cruz. Dr.
Thornton discussed some of the
greater goals they had for the textbook, along with the philosophy
and design language they used to
guide the textbook’s development.
cal thinking as well, if not better in
some cases, than a student just reading and answering comprehension
questions.
Dr. Thornton then showed the group
a color coded map, indicating clusters of ELL populations around the
country. It was abundantly clear that
virtually every region in the U.S.
Dr. Thornton brought up another
great point with his comparison of
Basic Interpersonal Communicative Skills (BICS) vs. Cognitive
Academic Language Proficiency
(CALP). The former BICS encompasses informal and highly context
-based language; this is the style of
language students will use to speak
with friends and order lunch. Conversely, CALP encompasses language that is context reduced, cognitively demanding, formal, and
the “coin of the realm” in a classroom. It may take a student an average of two years to acquire
Among the first points he made
was that this textbook aimed to aid
the learning of greater concepts
instead of minute, trivial details.
Dr. Thornton expressed an enthusiasm for the power of visualization
as an effective classroom tool, particularly for ELL students. He argued that visuals could foster criti12
VOLUME 36, ISSUE 2
Below: An example page from Gateway to Social Studies, written by Dr.
Bárbara Cruz. and Dr. Stephen Thornton that shows how visuals can aid
in the comprehension of classroom content.
BICS; whereas, CALP often takes
closer to seven years for students
to master. A teacher may easily
become confused when observing
ELL students need specialized material that is comprehensible but not
“dumbed down”. To this end, he and
Dr. Cruz worked to develop a text-
I found Dr. Thornton’s talk to be
engaging, instructive, and highly
applicable to any subject area. As
a Secondary English Education
an ELL student communicate effectively with friends in the hall
(BICS) but have great difficulty
communicating in the classroom
(CALP). Therefore, students struggling with English in the classroom may not be receiving the
help they really need.
book (see page example above) that
leverages the power of visualization,
analyzation, and discussion to develop students’ knowledge of overarching concepts.
major and a former ELL student
myself, I find this increased interest in developing tools for ELL
students very exciting. There are
many strategies for using visualization as tools in the classroom,
and not only for ELL students.
Struggling readers can also develop connections to challenging literature by viewing images representative of key concepts and the
era in which the work was produced. Discussion and analysis of
visuals also has the ability to keep
students engaged longer than quiet
reading. Most importantly, the
discussion of BICS vs. CALP
made me aware that ELL students
will not always be recognizable. I
am excited to incorporate my new
knowledge of ELL strategies.▪
Dr. Thornton related several, special challenges ELL and struggling
readers may have in the classroom.
These challenges include conceptual density of subject matter, assumed cultural knowledge, specialized jargon, low frequency vocabulary, complex syntax, and the inclusion of primary sources that utilize
archaic
language.
Dr.
Thornton’s conclusion was that
Dr. Thornton exhibited a number of
historical images and propaganda,
and stimulated short, intellectual discussions of the illustrations. The discussion forms moved from simple
“compare and contrast” to word association and group work. Dr.
Thornton effectively demonstrated
his point that hypothetical thinking
can be more productive than knowing, and that visuals can reduce cognitive load without reducing conceptual content.
13
VOLUME 36, ISSUE 2
LEARNING ABOUT ELLS FIRST HAND BY
TEACHING ABROAD
(2/25/16)
By: Shanna Sims
Joy Broughton, USF Special Education doctoral student,
expressed the life changing experiences teaching abroad had for her
by opening up new horizons, new
friendships, and a whole new selfconcept. Before attending a teaching abroad fair, she was in the
mindset that she would just go and
see what happens because teaching
abroad hadn’t been a definite decision for her yet. Once there, however, she described the UNI Overseas Placement Service for Education in Cedar Falls, Iowa, as a “two
to three day experience with the
first day being a complete whirl
wind of nothing she had ever seen
before. It’s like marketing yourself; you are on sale.” By the end
of the process, she had three job
offers on the table: Saudi Arabia,
Brazil, or Guatemala. The decision
process took her on a journey of
growth, both personally and professionally.
There are four steps educators who
are interested in teaching abroad
should go through before they
jump into the adventure of a lifetime:
Step One: Choose an avenue. This
process will help you identify a
fair you can attend. It’s best to go
to the closest fair that meets your
desired destination whether it’s
Europe or South Africa. Search
organizations specialize by areas
of the world. Collect strong letters
of recommendation before you go.
Have the principal as well as your
cooperating teacher from the
school you’re doing your final in-
ternship write one for you as well as
a professor from your program, and
submit your application.
Step Two: Do your research. Just
like having to do some research before writing a paper on World War
II, you’ll need to have enough background knowledge and be prepared
to pitch yourself. You’re going to be
interviewed and during this process
you are trying to prove to them that
they want you as much as you’d like
the job they are offering. Also,
know your non-negotiables. It is
very important to think these
through because this will determine
such things as how often you see
your family, the health insurance
you receive, professional development opportunities, access to technology and a car, etc.
Above: A. Joy Broughton taught abroad
in Brazil and also visited Buenos Aires,
Argentina.
to learn the language of the country you’re going to because it will
benefit you in the long run. Make
sure you’re financially prepared
and stable, and more importantly
make sure you are in a good place
emotionally and mentally. You
have to be able to take care of
Step Three: Be open-minded at the yourself before entering into a
fair. While interacting with your contract. Being prepared for what
potential future employers and col- will come is essential.
leagues, you may be surprised by
what they bring to the table during In addition to teaching abroad
your interviews. Make sure you take fairs, there are also additional job
any and ALL interviews. By taking markets: Accredited Schools, Inall the interviews offered to you, ternational Development, Departyou’re opening more doors and like- ment of Defense, and English
ly will get better offers. It shows the Language Schools. According to
competition that you have some- Broughton the best route is Acthing that maybe they’d like or pos- credited Schools because you resibly need. Remember to negotiate. ceive a good paying salary, savNothing is set in stone and if you’re ings, health care, focus on your
able to bend a little, so are they. teaching career, International Baccalaureate, and security and safety
Don’t be afraid to discuss terms.
are not typically a concern. That is
Finally, Step Four: Prepare. It’s not to say the other options aren’t
one thing to get the job, but another appealing. It all depends on what
thing to actually leave everything you are personally looking for in a
you know behind: friends, family, a career and where your passion
lies.▪
comfortable environment, etc. Try
14
VOLUME 36, ISSUE 2
SCATTERS RECEIVE MORE TRAINING
FROM SPENCER KAGAN (2/27/16)
By: Akshita Sathe
Having been to the KAGAN Brain-Friendly Teaching
two-day workshop in December, I did not hesitate at all when
signing up for another dose of amazing ideas. This time, it was a
one-day workshop on Multiple Intelligences, and how we should
acknowledge and support their existence in the classroom. It
applied theory to the real world and provided instant techniques
that teachers could go back and use in their classrooms during
the following week. Here is an example. One of the attention
getters was the presenter simply lifting her hands, after which we
did the same and stopped talking. I showed my students this silent but extremely effective attention getter during my internship
the following Monday morning, and I have to say this attention
getter is the best one I’ve tried all year; it gets my students’ attention in the fastest way possible.
something else that could be implemented first thing in the morning in order to get my students moving and talking. It worked!
Window Paning was another activity that was completed, which
connected student-made visuals to vocalized statements. This
could be used as a great tool in order to have students draw pictures in order to reflect text-based evidence. A unique component
to the workshop was a multiple intelligences kid-friendly survey
that participants had the opportunity to take and then see it administered in action. What I admired the most was their effort of
fitting in and modeling as many of the KAGAN structures possible; they were dispersed between many of the activities.
Choose the attention getter signal you prefer.
The first activity to get the participants up and moving around
was called Trading Cards. All of us wrote down our number
(between 1 and 4) on an index card. After the music started playing, we walked around while greeting other people and continuously trading cards with them. After the music stopped, we got
into groups based on our new cards (get into pairs with someone
with the same numbered card as you). With our new partner, we
discussed a series of questions and then repeated the music with different combinations of partners and card. I saw this as
I learned that it was really cool to make kinesthetic symbols for a
variety of reasons for your students. You could make them, or
you can have them work together and come up with their own.
After all, it does make content easier to remember! We learned
the kinesthetic symbols for the eight intelligences a couple of
days before, but I still remember all eight now because of the
kinesthetic symbols. I just wanted to take all of the strategies and
implement them into my classroom. According to our presenter,
“I wanted to give teachers tools to immediately go back and use
with their students.” In my case, she succeeded in meeting her
objective.▪
15
VOLUME 36, ISSUE 2
THE FLORIDA ASSOCIATION FOR THE GIFTED (FLAG)
CONFERENCE: A REFLECTION ON THREE SESSIONS
By: Danielle McGoldrick
Last September 25 & 26, I
had the privilege of attending this
marvelous conference and wanted
to share three sessions in particular
with my fellow SCATTERs.
“Gatekeepers for Gifted Social
Studies” presented by Teresa Bergstrom from USF.
This session was about research that Teresa Bergstrom had
conducted to find what makes a
teacher most effective for teaching
gifted social studies. She interviewed six gifted-certified teachers
in middle school and continually
studied them in class. She looked
at four main points when studying
the teachers:
1. Their characteristics as teachers;
2. How they balanced agendas and
student needs;
3. Their implementation of best
practices; and
4. Their differentiation methods.
because of his passion for the topic. I actually used a Socratic seminar with my internship classes
after this because of this session.
Socratic methods and seminars in
the classroom foster student inquiry and helps them develop a
deeper meaning of the topic or
concept at hand. A teacher’s job
is to facilitate the questioning by
repeatedly asking students “why”
questions. When this is a teacher’s duty, and not to provide any
answers or ideas, the students are
forced to dig deep and stretch beyond their typical thinking processes. It also guides students
into asking their own questions
and developing inquiry skills.
When I used this method in class,
it was centered on the essential
question, “Should we continue
space exploration?” The students
had the choice of reading one article supporting or one article opposing space exploration. With
the Socratic seminar, students
were coming to conclusions, ideas, and opinions on a much deeper
level using their articles. It was
really great to see students open
up and share their thoughts when I
stepped away.
She found that teachers who were
active, present, prepared, confident,
balanced, instinctual, and innovative were the most successful. I
wish this research would have focused more on examples she had
observed from these teachers that
exhibited these traits in action. I
also left wanting some example les- Dr. Richard Courtright closed his
sons/activities that were most effec- session by telling a story of the
last class he taught before leaving
tive in these classrooms.
the classroom.
The students
“Concepts, Essential Questions, missed having their Socratic Semand Inquiry: What would Socra- inars so much that they contacted
tes do?” presented by Richard him. Now they still meet once a
Courtright, Ph.D. from Duke Uni- month and have a seminar about
different pieces of writing. That
versity.
I thoroughly enjoyed this is the kind of lasting impact all
session, and I found it to be ex- teachers want with their lessons.
tremely interesting and inspiring
“Purposeful, Powerful Technology: Empowering Gifted Learners with Meaningful Technology
Experiences”
presented
by
Amanda Schmitz & Alyssa Quina
from Pasco County Schools.
I am not technologically
savvy in the classroom at all, and
this is an issue for me. Aside
from doing research and typing
papers, there are not many applications I know how to use related
to education. I cannot even use
Google Drive, which is becoming
more and more popular in classrooms. This is why I chose to attend this session.
The whole session was conducted
via iPad and scanning different
QR codes linked to different resources. One of the codes revealed a multi-colored wheel.
This wheel was divided into different colored wedges, and each
wedge was labeled with a different level of Bloom’s Taxonomy.
Within each level, there were lists
of different apps that students can
use to achieve that level of thinking. The apps allowed for students to organize their thoughts,
create charts for data, and offered
multiple different methods and
modes to create. It was so useful
to know that no matter what level
you wanted your students to be
working, there was a plethora of
app choices that could aid students.▪
16
VOLUME 36, ISSUE 2
THE FLORIDA COUNCIL OF INDEPENDENT SCHOOLS (FCIS)
CONFERENCE: A REFLECTION ON THREE SESSIONS
By: Danielle McGoldrick
Last November 5 & 6, I had
the privilege of attending this marvelous conference and wanted to
share three sessions in particular
with my fellow SCATTERs.
“Visible Thinking to Inspire Understanding” presented by Jason
Shaffer from North Broward Preparatory School.
This session was so helpful
to me, and the methods discussed
really excited me too. The methods
presented are meant to let students
think on a deeper level and make
more connections to the content.
Some of the methods he focused on
were Circle of Viewpoints, Look
10x2, Color-Symbol-Image,
See-Wonder-Think, and Compass
Points. Each of these methods
opened up the lessons to students
with boundless opportunities for
creativity, inquiry, and connection.
The Circle of Viewpoints is
implemented towards the end of a
lesson. It takes a scenario or story,
and allows for students to see the
topic from all points of view. Students take on each character, ask
questions the character might have,
and make statements the character
might have. Students really lend
themselves to that creative process.
The Look 10x2 method is
implemented by having students
look at an object or artwork and
pick out 10 things about the piece.
When they finish, make them look
again and pick out 10 different
things. This lets students dissect
the object or art piece, allowing for
a deeper understanding of the
piece.
More importantly, this
method fosters student inquiry.
Not only did all these strategies appeal to me as creative and
engaging, there were strategies for
every stage of a lesson. These are
methods you can use to get your
students curiously hooked to the
content you are trying to teach in
any subject area.
“Failing
Forward:
Design
Thinking” presented by Dr. Joan
McGettigan & Laura Fitzpatrick,
from North Broward Preparatory
School.
Design thinking is something I think today’s students
need. We must help our students
to develop the processes to want
to solve problems. The process
involves students learning how to
feel empathy, create, receive feedback and criticism, and then to
recreate in order to meet their
goal. Students, and humans in
general, need to be empathetic.
And this is where the problem
solving begins.
Students must go through
stages of creation, criticism, creation, criticism . . . in order to develop a solution to a problem to
the best of their abilities. Some
examples used in this session
were as follows:
Create an animal that can live
in all biomes on earth;
 Develop the perfect shopping
cart for grocery stores;
 Develop a strategy to help the
Red Cross get more blood donations; and
 Recreate the school library so
more students will want to use
it.

These scenarios present a problem, and then let students loose
with their imaginations to solve
the issue. The ability to navigate
through this thought process, and
then being resilient enough to accept that trial and error needs to
take place to reach a goal, are
traits that are imperative to success in any field or venture. Students learning this will allow for
more creative and irrepressible
individuals that work up to their
best abilities.
“The Art of Global Education”
presented by Robert Ponzio and
Jason Stahl from Oak Hall
School.
Global education is becoming increasingly more important. The two gentlemen from
this high school in Gainesville
showed how well they have integrated global education into their
students’ everyday lives through
many different projects. They
shared with us a website called
“SisterCity” in which you can log
on, enter the location of your
school, and you are matched with
a list of sister cities. These teachers were able to take their students
to different countries, like Germany and Jamaica, and make connections and relationships with
other schools and students; they
frequently visit back and forth.
This experience exposes students
to different aspects of other cultures. As a result, the school has a
Taiko Fusion drum group, and
they examined the structure of an
ancient Chinese bridge depicted in
a piece of art by replicating it on
their campus to see if the dimensions were realistic. All of these
lessons were interdisciplinary,
which was amazing to me. They
encompassed the arts, social studies, and math.▪
17
VOLUME 36, ISSUE 2
USF’S MULTICULTURAL FAIR’S
IMPACT ON A FUTURE TEACHER
By: Catherine Cibulis
How I am still alive is a complete mystery to me. I grew up on McDonalds and
Spaghettios, the staples in my family and maybe much of lower class white America. My entire condo complex was white. My entire school was white, except the token black and Asian kid who always got to be all
over the year book to show some false sense of diversity. So learning about new cultures is like opening a portal to this whole new land of knowledge for me.
The event itself was organized way better than I could have ever expected. You got a stamp for each informative booth you went to, and then you could stamp off when you received free food from that region. From this
experience, I learned a lot more than simply how to make sushi and Middle-Eastern artifacts. I saw the passion these people felt sharing their culture with me, the sparkle in their eyes when I acknowledged how cool
something they probably have been bullied about really is.
As teachers it is our job to bring cultural diversity into our classrooms. I know I did not experience it in
school, but I was a lucky one who grew up in a family who promoted tolerance. Sometimes kids see something or someone that’s different and then poke and laugh. If students had a little fair at their schools like the
ones we have at USF, they could see just how interesting other cultures are, while the children presenting their
native dishes and art can feel a sense of pride.
NOTE: Students who want to have an in-depth look at various cultures are encouraged to take Dr. Kaywell’s
World Literature Course (LAE 4469 or LAE 6467) over the summer. Her course includes an optional study
abroad experience in Costa Rica.▪
HOW SCATTER GIVES BACK
By: Jena Howard
SCATTER is dedicated to meeting the needs of children in the USF community and surrounding areas
in various volunteer-based ways. SCATTER, which stands for SunCoast Area Teacher Training and Education
Research, is the Honors Program within the College of Education that is jointly related to Leaders for Education, a USF student advisory group, with members who strive to work with kids and teens. A few of the volunteer activities our organization participates in is tours for schools that come to visit USF, Project Reaching and
Achieving Success (RAAS) which was founded by one of our members, book drives and toy drives, and attending volunteer opportunities in the community like the book bus and wrapping presents.
A recent endeavor SCATTER participated occurred during the 2015 USF Homecoming parade. Most floats
and groups in the parade throw out candy and/or beads to onlookers. SCATTER, being an education honor
program, chose to hold a book drive and collected books to give away to children throughout the parade route.
It was a rewarding, personal experience to walk up to children and hand them books based on their age. Although we ran out of books towards the end, we hope to collect more books for next year’s parade with our ultimate goal being able to receive a donation of USF’s own children’s book, When I Grow Up, I’ll Be a Bull.
So, whether it’s giving back to and getting involved in our own USF community or stepping foot into the surrounding areas, SCATTER is dedicated to helping children of all ages. As a member of the USF student body,
you can become involved with SCATTER if you are an education major or you can join Leaders for Education
which is open to all USF students.▪
Please bring your no-longer-needed items to the SCATTER office to help raise money
for SCATTER’s 35th Anniversary Celebration.
SCATTER’s first ever “Repurposing Event” will be on April 8, 2016, from 9:00 a.m.
until 5:00 p.m. in the COEDU TECO Hall. Please plan to attend.
18
VOLUME 36, ISSUE 2
SAV E T H E DAT E : O N M AY 6 T H , S CAT T E R S W I L L
CELEBRATE 35 YEARS OF EXCELLENCE WITH
SHARON DRAPER DELIVERING THE KEYNOTE ADDRESS
Sharon M. Draper is a professional educator as well as an accomplished writer. She has been honored as the National Teacher of the Year, is a
five-time winner of the Coretta Scott King Literary Awards, and is a New
York Times bestselling author, with Out of my Mind staying on the list for
almost two years. She was selected as Ohio’s Outstanding High School Language Arts Educator, Ohio Teacher of the Year, and was chosen as a NCNW
Excellence in Teaching Award winner. She is a Milken Family Foundation
National Educator Award winner, and was the Duncanson Artist-inResidence for the Taft Museum. She is a YWCA Career Woman of Achievement, and is the recipient of the Dean’s Award from Howard University
School of Education, the Pepperdine University Distinguished Alumnus
Award, the Marva Collins Education Excellence Award, and the Governor’s
Educational Leadership Award. Last year she was named Ohio Pioneer in
Education by the Ohio State Department of Education, and in 2008 she received the Beacon of Light Humanitarian award. In 2009 she received the
Doctor of Laws Degree from Pepperdine University. In 2011, she received the
Lifetime Achievement Award for contributions to the field of adolescent literature by The Assembly on Literature for Adolescents of the National Council
of Teachers of English (ALAN), as well as the 33rd Annual Jeremiah Luddington Award by the Educational Book and Media Association, also for lifetime achievement. In 2015 she was honored by the American Library Associ- Above: Sharon Draper says, “I learned to dream
ation as the recipient of the Margaret A. Edwards Award for lifetime literary through reading, learned to create dreams through
achievement.
writing, and learned to develop dreamers through
teaching. I shall always be a dreamer.” She will be
She has been honored at the White House six times, and was chosen as one of here May 6, 2016.
only four authors in the country to speak at the National Book Festival Gala
in Washington, D.C, and to represent the United States in Moscow at their Book Festival. Her book Copper Sun has been selected by
the U.S. State Department and the International Reading Association as the U.S. novel for the international reading project called
Reading Across Continents. Students in the US, Nigeria, and Ghana are reading the book and sharing ideas -- a true intercontinental,
cross-cultural experience. Actively involved in encouraging and motivating all teachers and their students as well, she has worked
all over the United States, as well as in Russia, Ghana, Togo, Kenya, Ethiopia, Bermuda, and Guam, spreading the word about the
power of accomplished teaching and excellence in education.▪
Stay in Touch with USF
Above: Facebook
Twitter
You Tube
LinkedIn
iTunes U Pinterest
Flickr
Instagram COEDU Main Page
Stay in Touch with the SCATTER Honors Program
Above: SCATTER Facebook
SCATTER Website
Leaders for Education
19
SCATTERS want to thank
Lori Delk Estabrook (Yusko) former
SCATTER director,
along with her husband, retired
principal Dave Estabrook,
Dr. Joyce Swarzman,
and USF Research & Innovation
for contributing to
SCATTER’s 35th Anniversary
Celebration & bringing awardwinning teacher & author
Sharon Draper to the event.
PLEASE DONATE WHAT YOU CAN TO MAKE THE EVENT TRULY EXCEPTIONAL!
20
VOLUME 36, ISSUE 2
WHERE HAVE ALL THE SCATTERS GONE?
By: Joan F. Kaywell
Beginning with the SCATTER
Chatter Newsletter (September 2014), I
included all of the responses given to me
by former SCATTERs to three questions:
1. What year did they graduate and what
are they doing now; 2. What was their favorite SCATTER memory; and 3. What
did SCATT(er) teach them that has served
them well? What follows are all of the
people who have responded thus far and
the responses of those not included in the
last newsletters. With this being our 34th
(and a half) year of existence, I am planning a huge 35th SCATTER Anniversary
Celebration this May and am trying to
contact as many SCATTER graduates as
possible. If you know of SCATTER graduates not on this list, please ask them to
contact me at [email protected] or send me
their contact information. Thanks much.
LAST CALL:
If you know of
SCATTER
graduates not on this
list, please ask them
to contact me at
[email protected] or
send me their
contact information.
1981 - 1990 Director, Dr. Marcia Mann & Assistant Director,
Dr. Joyce Swarzman
Class of 1981
Celeste D. Nelson
Class of 1983
Lori Delk Hartwig
Brett Taylor
Class of 1984
Vicki Guercia Caruana
Teresa Joslyn
Sophia Manoulian Kugeares
Jeanne Petronio
Dr. Yvette Powell Robitaille
Class of 1985
Bruce Burnham
Dr. Rebecca “Becky” Kaskeski
Dr. Susan Wegmann
Class of 1986
COL Jay R. Popejoy
Karen Getty Stewart
Class of 1987
Dr. Gloria Howard Armstrong
Dawn Coffin
Constance J. Biggs Doughton
Melissa Sawyer Hill
Lois McKee
Jill S. Middleton
Anne Newsome
Virginia “Ginny” Pake,
Class of 1988
Robb Bingham
Dr. Jeany McCarthy (Gonzales)
Dorothy Taylor
Class of 1989
Dianne Azzarelli
Stefano Biancardi
Rose Bland
Hennie Moss
Jan Pritchett Ottinger
Dr. Jenifer Schneider
Jodi Hacket, Class of 1989
Currently, I am teaching at Northside
Christian School in Saint Petersburg, FL.
This is my 22nd year teaching and my
17th year at Northside teaching 6th
grade. I commuted to all the SCATT
events back then from Port Charlotte, so
my favorite memories were the week
long trainings. SCATT prepared me to
be confident as a teacher. I learned great
classroom management skills that served
me well. I believe I was very prepared to
step right into the classroom out of college.
1990 - 1996 Director, Dr. Joyce
Swarzman
Class of 1990
Michele Fisher
Ben Johnston
Terri Mossgrove
Raegan Rodriguez
Class of 1991
Sherry Chappell
Cindie Donahue
Dr. Wendy Drexler
Vicki (Kusler) Horton
Diane Leikam
Dr. Jennifer Morrow
Darlene Wagner
Class of 1992
Joy Baldree
Linda Peterson
Tammy Quinn
Dr. Monica Verra-Tirado
J. Michael Woods
Class of 1993
Dr. Paula Clark
Krysten Benenati Douglas
Kimberlee Fowler
Dr. Julia Fuller
Stephanie Georgiades
Irma Lucy Lancheros
Pamela Rimby
Dr. Cara A. Walsh
Class of 1994
Paula Cimillo
Karen Fullam
Kelly McMillan
Seth Hoffman
Dr. Jeanine Romano
Andrea Weaver (Tracy)
“SCATT
prepared me to
be confident as
a teacher.”
Jodi Hacket,
Class of 1989
Continued on page 22
21
VOLUME 36, ISSUE 2
Class of 1995
Alberto Danny Camacho
Tracy Graves
Angela Helm
Kimberly D. Jones
Kathy Ogilby Langdon
1996 - 1998 Director, Dr. Hilda
Rosselli
Class of 1996
Mike Hill
Shirley A. Rutter (Gabbard)
Carol L. LaVallee (Hitchcock)
Kristy Jones
Michele C. Martinez
Karen Sochor (Mynes)
Stacy Pedrick
Jennifer Hale (Stickler)
Class of 1997
Elizabeth Bolstridge
Susanna Deck Condon
Susie M. Hardee
Kimberly Koparan
Roy Moral
Christie Ray
1998 - 2005 Director, Dr. Jean
Linder
Class of 1998
Crista Banks
Alicia Burgos
Dr. Christi Hildebrand
Diana Jorgenson
Joe Kelly
Rhonda Mau
Amber Norris
Deborah Pettingill
Heather Vanderveen
Dalila Lumpkin (Vasquez)
Class of 1999
Joseph Bockus
Wes Holtey
Tammie Keyes
Shaun Kunz
Class of 2000
Mechel Albano
Jennifer Campbell
Mary Freitas
Tara Tahmosh-Newell
Class of 2001
David Richtberg
Pam Widlak
Class of 2002
Cynthia Bauman
Jennifer Conrad
Jenna Moore
Kacie Nadeau
Stephanie (Jay) O'Rourke
Rebecca Wilson
Class of 2003
Nancy Erickson
Jessica Iredale
Nadia Helton (King)
Audra Kondash
Class of 2004
Rachel Ann Foster
Amy Butler (Givens)
2005 - 2006 Director, Dr. Roger
Brindley
Class of 2005
Jennifer Heinze
Renee Bowser (Prianos)
Tracy Tilotta
Nicole Brandt (Weingart)
2006 - 2007 Director, Dr. Roger
Brindley & Assistant Director,
Lori Yusko (Delk)
Class of 2006
Keith Fedor
Brandi Grafer
Rachel Pepper (Kirby)
Kimberly Riesenberger
Tanya Stanley
2007 - 2013 Director, Lori
Yusko (Delk)
Class of 2007
Kathleen “Kat” DiLorenzo
Magalie Frederic
Dan Penoff
Kodie Petrangeli (Rogers)
Nichole Styron
Class of 2008
Lakesia Dupree
J. Booker (Preiner)
Jessica Teston-Loadholtes
Lorena Lucas
Jenalisa Zummo
Class of 2009
Robin Bishop
Jonathan Broner
Sherree Brown
Kenny Gil
Debbie Goodwin
Michael Hosea
Dawn Hudak-Puckhaber
Trudy Hutchinson
Heidi Johnson
Yesenia Mejia
Greg Morgan
Holly Crum (Pfriem)
Jael Noda Vera
Stacey Conrad (Wallace)
Andrea M. O'Sullivan, Class of 2009
I serve as the ELA Department Chair and
teach English III Honors and AP Language and Composition at Kathleen High
School in Lakeland.
Class of 2010
Ashley Arnold
Kelly Budnick
Jaclyn Lockhart (Dubois)
Jennifer Larson
Tara Rowe
Class of 2011
Jennifer Austin
Dylan Barnes
Alex Dashner
Catherine Davis
Jacob Dunn
Jamie Karnetsky
Breanna McBride
Emma Powers
Cari Sadler
Valerie Rey (Wozniak)
Class of 2012
Alexia Taylor (Baldwin)
Megan Bender
Shannon Fleming (Bock)
Alexis Cranendonk
Sara Destree
Blanka Fuzvolgyi
Kelsey Harrell
Zac Lewis
Kaitlin Vaccarello (Riesenberger)
Meghan Masciarelli
Kristen Tavolaro
Sarah Turner
2013 - 2014 Director, Dr. Joan
F. Kaywell
Class of 2013
Megan Ackerman
Milissa Francis
Lexi Gaber
Jessica Hagood
Continued on page 23
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VOLUME 36, ISSUE 2
Kira Mark
Erica Martin
Mariam Razak
Heather Stocks (Rice)
Chelsea Swann
Melissa Whitcher
2014 - 2015 Director, Dr. Joan F.
Kaywell & Assistant Director,
Andrea Thompson
Class of 2014
Janeli Acosta
Jessica Feth
Alea Frazier
Julie Johnson
Rachel Kline
Kelly Koch
Meghan Krstyen
Elizabeth Kubiak
Stacy Mairs
Tammy Mangrum
Geornesia Moses
Erica Nelson
Theresa Novak
Jessica Pickett
Eloah Ramalho
Amber Rodgers
Alexia Ruiz
Nathalie Sainval
Scott Sandoval
Susannah Spear
Trista Willard
Paola Lopez
Karla Molina
Kathleen Sheridan
Veronica Uzar
“I loved attending all the different
workshops offered throughout the
semesters. It was nice to be able to
take a workshop that was out of my
field and be exposed to new and
different information that I probably
would not have been able to see on my
own.”
Ashley Gondek,
Class of 2014
Ashley Gondek, Class of 2014
I am teaching Algebra 1 at Cocoa High
School in Brevard County in Cocoa, Florida., and am also coaching JV cheerleading
after school. I loved attending all the different workshops offered throughout the
semesters. It was nice to be able to take a
workshop that was out of my field and be
exposed to new and different information
that I probably would not have been able
to see on my own. The SCATTER Program taught me to go out of my comfort
zone and to try new and different techniques in regards to teaching, even if it
fails. Try, try, and try again until you find
something that works for you and your
students! It was true in my learning at
USF, it was true during my internship, and
it is for sure true now that I have my own
classroom and am teaching.
Class of 2015
Rachel Albrecht
Chasity Anderson
K. Brandy (Browning) Yopp
Patricia Gillezeau
Allison Heflin
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VOLUME 36, ISSUE 2
REMAINING SPRING 2016
SCATTER WORKSHOPS
To attend any of the SCATTER Workshops, YOU MUST REGISTER
by going to the SCATTER Store, emailing [email protected], or calling the SCATTER Office at 813-9742061. Please remember to give 48 hours’ notice for your RSVP and at least
24 hours’ notice to cancel. Failure to cancel within 24 hours negates any
credit; credit applies only to SCATTERs.
“Mindset Matters” 3/7 (M) 4:30 – 7:30 pm USF COEDU’s TECO Hall.
To register, go to the SCATTER Store.
Changing a student’s belief in her or his ability to learn can have profound effects. Come
explore two ways to transform a classroom so the rigor and academic focus skyrockets.
Diane McKee, 2016 Florida Department of Education/Macy's Teacher of the Year
“Principals’ Panel: What Every Teacher Needs to Know about Being
a Successful Educator” 3/9 (W) 5:30 - 8:30 pm USF COEDU’s TECO
Hall. To register, go to the SCATTER Store.
In this panel-presentation, administrators will share their insights on what it takes to be a
successful educator in today’s high-stakes testing and common core world. Bring your
questions to this interactive session..
Janine Hall, Principal at Knights Elementary & 1990 SCATTer Graduate
Roy Moral, Principal at Cypress Creek Elementary & 1997 SCATTer Graduate
Dr. Jonathan H. Grantham, Principal Turner/Bartels K-8 School
Yinka Alege, Principal at Greco Middle School & 2002 SCATTer graduate
Dr. Lois McKee, Assistant Principal at Seminole High School & 1987 SCATT Graduate
Mary Freitas, Principal at Lennard High School & 2000 SCATTer Graduate
“What Every Teacher Needs to Know about the School Kindness Project” 4/2 (S) 9:30- 12:30 USF COEDU’s TECO Hall. To register, go to
the SCATTER Store.
SAVE THE DATE
FOR SCATTER’S
35TH YEAR
CELEBRATION!
FRIDAY, MAY 6,
2016 AT 5:30 PM
SHARON DRAPER,
1997 NATIONAL
TEACHER OF THE
YEAR & AWARDWINNING
AUTHOR, TO
KEYNOTE.
Teachers must learn to lead by example. What we expect of our students, we must expect
of ourselves. Education is a joint effort between students and educators—and kindness is
no different. Two teachers will teach you how to bring kindness into your classroom.
Adam Sherman, Spoto High School English/Reading Teacher & 2014 Seminole County
Teacher of the Year
Allison Wright, Spoto High School English/Reading Teacher & 2014 SCATTER Graduate
“Conscious Discipline: The Only Behavior Management Strategy
That Has No Ifs and Buts!” 4/2 (S) 1:00- 4:00 USF COEDU’s TECO
Hall.To register, go to the SCATTER Store.
Receive life-changing training in behavior management that is the new revolution in
managing student behavior. Conscious Discipline allows every teacher from beginners
to experienced educators to stop stressing out about student behavior. Come and learn
brain-based skills to know that you are in control of your classroom and school family.
Katie Revis, Reddick Elementary School Teacher & 2014 SCATTER Graduate
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VOLUME 36, ISSUE 2
2016 USF Undergraduate Research and Arts Colloquium 4/6 (W) 9:30 am – 6:30 pm USF Marshall Student Center.
“What Every Teacher Needs to Know about Ethical Challenges” 4/15 (F) 4:30 - 7:30 pm USF COEDU’s TECO Hall.
"FIELDTRIP: Experiencing WaterVentures Like Your Students" 4/16 (S) 10:00 - 1:00 pm Crystal Springs Preserve. To
register, go to the SCATTER Store.
"What Every Teacher Needs to Know about WaterVentures’ Florida Learning Lab" 4/16 (S) 2:00 - 5:00 pm EDU 413. To
register, go to the SCATTER Store.
“MOVIE NIGHT: Most Likely to Succeed” 4/22 (F) 5:15-8:15 USF COEDU’s TECO Hall.
FREE Local Conference: “USF EDU’s 4th Annual Inquiry Conference” 4/25 (M) 12:00 - 6:00 USF Marshall Center (Counts
as 1 workshop for six summation paragraphs.).
SCATTER Honors & 35th Anniversary Celebration 5/6 (F) 5:30 - 8:30 CWY 206 (ROTC Building).
Graduation May 7, 2016 (Saturday) 1:30 p.m. in the Sun Dome
SPRING 2016 NATIONAL CONFERENCES
Science (Elementary - Secondary): March 31-April 3, 2016, National Science Teachers Association (NSTA) Convention
“Science: Empowering Performance” – Nashville, TN.
Physical Education (Elementary - Secondary): April 5-9, 2016, Society of Health and Physical Educators (SHAPE America)
Convention – Minneapolis, MN.
Research (Elementary - Secondary): April 8 - 12, 2016, American Educational Research Association (AERA) – Chicago, IL.
Math (Elementary - Secondary): April 13 - 16, 2016, National Council of Teachers of Mathematics (NCTM) Convention San Francisco. $100.00 SPONSORS A SCATTER
The SunCoast Area Teacher Training and Education Research (SCATTER) Honors Program is continuing the
“Legacy of Excellence” that was started with its “Mission
of Excellence” in 1981. In the words of the 1986 SCATT
Graduates (to the tune of WE ARE THE WORLD):
“They are the world. We are the TEACHERS.
They need the BEST that we can give, so let’s keep giving.
There’s a goal we’re seeking, a vision in our minds,
A mission in excellence for you and me.
A mission in excellence for you and me.”
Leave a legacy and buy a personalized brick: - 4 Lines (21 characters each line) for $100.00. Click
here for an order form.
Your $100.00 donation supports the SCATTER Program— materials, scholarships, and events for SCATTER students, especially for those in need. Please help us by contributing $100.00 or give what you
can. **Please make your check payable to USF Foundation, and mail it to the SCATTER Office, USF
College of Education, STOP 105, Tampa, FL 33620-5650 or pay by credit card on line HERE by scrolling
down and clicking on 210040 SCATT-SunCoast Area Teacher Training Fund.
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