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S C A T T E R C H A T T E R

H I G H L I G H T S I N T H I S I S S U E :

HOMECOMING Excitement

Alex Flinn & Lesléa Newman Come to USF!

What You Should Know about CPR

Getting Involved in Research

Plan a Field Trip to Sweetwa-ter Organic Farm

Grant Writing Tips

What You Should Know about Language Development

Visual Thinking Strategies

SunCoast Area Teacher Train-ing and Education Research (SCATTER) Honors Program Dr. Joan F. Kaywell, Director E-mail: kaywell@usf.edu Andrea Thompson, Assistant E-mail: andrea1@usf.edu Office Phone: (813) 974-2061

President Judy Genshaft with Andrea Thompson HOMECOMING October 10, 2014

Kathy Langdon, Dominique Cribb, Jena Howard, Veronica Uzar, Amanda Kares, Andrea Thompson, Alex Schneiderman, Judy Genshaft, Dr. Joan Kaywell

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S C A T T E R C H A T T E R

I N S I D E T H I S I S S U E :

A M E S S A G E F R O M D R . K A Y W E L L P A G E 3

I N A U G U R A L S P I R I T O F P A R T N E R S H I P A W A R D W I N N E R

E N G A G I N G I N R E S E A R C H

A L E X F L I N N : T H E S A F E W O R L D O F A B O O K

L E S L É A N E W M A N S H A R E S T H E M A T T H E W S H E P H E R D S T O R Y

J A C K C H E S T E R H O L O C A U S T S Y M P O S I U M

P A G E 4

P P S . 5 - 6

P P S . 7 - 8

P A G E 8

P A G E 9

S W E E T W A T E R O R G A N I C F A R M P P S . 1 0 - 1 1

G R A N T W R I T I N G W O R K S H O P P P S . 1 1 - 1 2

C P R W O R K S H O P P A G E 1 3

W H A T I T T A K E S T O B E C O M E V I T A L P A G E 1 4

L A N G U A G E D E V E L O P M E N T W O R K S H O P P P S . 1 4 - 1 5

V I S U A L T H I N K I N G S T R A T E G I E S

E S E C O N S U L T A T I O N

W H E R E H A V E A L L T H E S C A T T E R S G O N E ?

F A L L 2 0 1 4 R E M A I N I N G W O R K S H O P S & C O N F E R E N C E S

P P S . 1 6 - 1 7

P P S . 1 8 - 1 9

P P S . 2 0 - 2 3

P A G E 2 4

Go to the SCATTER Store and place your or-der 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.

A T T E N T I O N :

 

November 2014 Newsletter Contributors:

Katie Owens (Editor) Rachel Albrecht

Chastity Anderson Stephanie Branco

Katelyn Clare Erica Escobedo

James Jacobelli Erin Jenkins

Thomas Mazzola

The purpose of the SCATTER Chatter Newsletter is to inform, enhance, and educate the members of the SCATTER Honors Program as they seek and contribute to SCATTER’s Legacy of Excellence.

Would you like to be a permanent reporter for the SCAT-TER Chatter Newsletter? Would you like to write an arti-cle for service hours? Do you have an idea for an article that you would like to share with a reporter?

Please contact Akshita Sathe at (813) 333-1131

for more information.

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A M E S S A G E F R O M D R . K A Y W E L L

Fall is always a busy time of year, and I am so proud of all the SCATTERs who helped make a positive difference in so many different ways. Since we became recognized as a student organization last spring, we received permission to march in the USF Homecoming Parade. We invited all SCATTER graduates and current SCATTERs to march and intend to do so every year. Wear-ing our “DWIT to Be Fit” t-shirts, we passed out candy and beads and were cheered on by students and teachers alike. With a little luck and a lot of donations, SCATTERs hope to be able to distribute WHEN I GROW UP, I’LL BE A BULL books to little ones on the parade route. If every one of you reading this newsletter were to buy one right now, we would have more than enough to distrib-ute at next year’s homecoming. (Refer to the preceding page for ordering information). They also make nice holiday gifts! A special thank you is extended to Rachel Albrecht (idea planner), Brandy Browning, Amanda Benson, Daffy Bunch, Nichole Carter, Erica Escobedo (idea planner), Grace Gardner, Cassie Garton, Jordan Glogowski, Jewel Jolly, Amanda Kares, Lind-sey Moser, Stephen Musolino, Erin Orteiza (idea planner), Kathleen Sheridan, Stephanie Wilson, Veronica Uzar and the DWIT pa-rade marchers Dominique Cribb, Jena Howard, Amanda Kares, former SCATTer Kathy Ogilby Langdon (1995), former SCATTer Breanna McBride (2011), Andrea Thompson, Alex Schneiderman, and Veronica Uzar. Congratulations again to SCATTer graduate Fred Abercrombie (click her name to hear her acceptance speech) for receiving the inaugural 2014 Spirit of Partnership Alumni Award.▪

Speaking of the holidays, please come by the SCATTER office and bring a toy to place in the Salvation Army stockings. Jingle Mingle will be on Saturday, December 6th, from 11:00 - 2:00 where SCATTERs will enjoy hot dogs, hamburgers, beans, salad, and slaw and participate in holiday games like a cookie exchange, swimming, horseshoes, as well as atlatl, knives, and axe throwing.

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I N A U G U R A L S P I R I T O F P A R T N E R S H I P A L U M N I A W A R D W I N N E R

Freda Abercrombie received the inaugural Spirit of Partnership Alumni Award for her commitment to

USF and the SCATTER program during the Homecoming festivities on Friday, October 10, 2014. Freda grad-

uated with her BA in English Education in 1986, taught for one semester, and then returned to USF to work on

her master’s degree. She worked as a graduate assistant in the SCATT, now SCATTER office, and after she

earned her MA in English Education in May of 1988, she continued to work as SCATT Activities Coordinator

until summer 1991 when Thomas E. Weightman Middle School’s principal Dr. Katherine Piersall was hiring

teachers for the first school year. Weightman was opening as a Professional Development School (PDS) in

partnership with the USF College of Education, the only middle school to ever do so with USF and the first

USF Professional Development School at any level. It was the chance to teach and continue her close ties with

USF so Abercrombie jumped at the chance and went for an interview. She was hired and has been there ever

since. Freda continues to teach language arts to seventh and eighth grade students and serves as the gifted pro-

gram coordinator at Weightman. Additionally, she is also an active member of the Tampa Bay Area Writing

Project (TBAWP), a partnership between USF College of Education and the Pasco County School District, in

which Freda serves as the summer camp coordinator for young writers. She regularly presents “BaFa” to the

SCATTER seniors. In addition to her many contributions to the field of education, Freda was named the 2003

Pasco County Teacher of the Year. Through the years, the USF College of Education has become a stronger,

more relevant, and professional institution because of our association with Freda Abercrombie. Dr. Earl Len-

nard received the inaugural Dean’s Lifetime Achievement Alumni Award at the same celebration.▪

Dean Vasti Torres gives SCATTer Freda Abercrombie her award Joan Kaywell, Freda Abercrombie, & Rocky showing USF spirit

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The first SCATTER Workshop of fall 2014 was held on September, 17, 2014, and was led by Dr. Richard Pollenz, Associate Dean & Director of Undergraduate Re-search here at USF. Dr. Pollenz shared that it was his 8th grade sci-ence teacher who inspired him to become a toxicologist, and then it was his many travels that led him to become a researcher. He em-phasized that 80% of jobs are gained by networking, and he pro-vided many life examples to drive the point home. Attendees learned the great value and benefits of conducting re-search beginning as an undergrad-uate throughout one’s life experi-ence. Participants discussed what defines success, and Dr. Pollenz explained that success is not nec-essarily linear as illustrated by the photo (below), illustrating Dr. Pol-lenz’s journey.

Students then viewed several im-ages in conjunction with answer-ing a thought-provoking question, "What does research mean to you as a student at USF?" Students analyzed images such as multiple street lights all next to each other in Boston, a huge stack of tires in

a junkyard, and an image of a palace with a reflection of it in water. The answers students provided varied quite a bit, but research produces a lot of data in an attempt to answer a question. He encouraged all of us to fol-low our passion.

The big idea of the workshop was how and why to get in-volved in undergraduate re-search. The same qualities a per-son needs to have to be competi-tive in any type of job are the same qualities necessary to be a good research mentee. The fol-lowing are valuable transferrable skills: good communication, critical thinking, organization and time management, knowledge and utilization of re-sources, leadership (ability to work in teams), global compe-tency (languages, adaptability to change). An important element discussed by Dr. Pollenz was knowing for whom you want to do research. He encouraged students to be-come familiar with the ranking structure of USF faculty and the differences of those ranks: Doc-

W H Y E N G A G I N G I N R E S E A R C H A S A N U N D E R G R A D U A T E W I L L T R A N S F O R M Y O U R F U T U R E – A W O R K S H O P T H A T ’ S V I T A L 0 9 / 1 7 / 2 0 1 4

toral Student, Postdoctoral Schol-ar, Adjunct Professor, Instructor, Assistant Professor, Associate Pro-fessor, Research Associate Profes-sor, and Full Professor. Dr. Pollenz explained that it is important to know how your academic and pro-fessional interests will correlate with a faculty or doctoral student's research. Furthermore, Dr. Pollenz explained the value of having re-search officially placed on your transcript as a form of professional development. He guided us in the process of how to search for USF faculty on the web-site and how to research and analyze their Curricu-lum Vitae. This tied in well with Dr. Pollenz's focus on the distin-guishing characteristics of Curricu-lum Vitae and resumes. He illus-trated the necessity of continually developing one’s Vita as a “living document” each year, and he pro-vided useful examples of what could be added each semester, in-cluding workshop attendance such as this one. One of the most important “take aways” of this workshop that SCATTERs should know is that Dr. Kaywell and Dr. Pollenz are

Continued on page 6

By: Thomas Mazzola

What does research mean to you as a student at USF?"

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here to help College of Education students find mentors and people who will match their academic interests. The entire burden does not have to be on students. Dr. Pollenz made a great point that students should practice their “elevator speech” in the event an opportunity presents itself. In oth-er words, students should always be prepared to introduce them-selves to potential mentors by be-ing both cognizant of who they are and knowing what they want to say to them in a short period of time that will propel a new profes-sional relationship. In groups, participants discussed the differ-ences between a mentor and an advisor. Dr. Pollenz indicated that it is critical that the mentor be willing to invest themselves and their resources in their mentee. He expressed that the mentor-mentee relationship is a reciprocal rela-tionship where both parties bene-fit.

Today's workshop expressed how participating in undergrad-uate research is a difference maker in real-world, practical terms. Whereas many students graduate every year, many stu-dents do not officially engage in a research experience. Fu-ture employers notice, especial-ly now because of how re-search driven the field of edu-cation has become. Engaging in the research experience is a great opportunity for under-graduate and graduate students to distinguish themselves. USF is a research university and all students have opportunities to engage in research projects across all disciplines. Studies show that students who partici-pate in research earn higher grades, complete the degree faster, have a deeper under-standing of the discipline and gain a competitive advantage for jobs and graduate school.

Attendees learned about the re-sources available through the Of-fice for Undergraduate Research, the impact of research to academic and career, the many ways to ob-tain research experience at USF, methods to research, identify and network with potential mentors, and how to get credit for research experiences. Dr. Pollenz empha-sized that there is a drought of College of Education students pre-senting at the USF Undergraduate Research Colloquium each year, relative to other colleges in the university, despite the opportunity to win scholarships. This presents a great opportunity for College of Education students who want to get involved.

DIRECTOR’S NOTE: On Thursday, April 9, 2015 (tentative), the Office for Undergraduate Research will host Inquiry and Discovery: Undergraduate Research and Arts Colloquium. I encourage all SCATTER students to present and be-come VITAL.

Pictured left to right: Carmelo Calcagno, Brandy Browning, Kath-leen Sheridan, Richard Pollenz, Thomas Maz-zola, Brittany Nestor, Jordan Gaudette, Veron-ica Grigaltchik, and Amanda Benson

USF is a research

university and all students have opportunities to

engage in research projects

across all disciplines.

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Alex Flinn, the author of ten novels in-cluding Beastly, a #1 New York Times bestseller which was made into a motion picture, spoke to a full house in the Grace Allen Room on the 4th floor of the Tampa Campus Library on October 29, 2014. She has four other fairy tale-based nov-els: A Kiss in Time, Cloaked, Bewitch-ing, and Towering. She began her presentation by reading a chapter from her latest book Towering, a modern re-telling of Rapunzel, and then talked about how she gets her ideas for her books and characters. She people watches and has been doing so since she was in junior high school. Almost everyone people watches in some form or another, but she is able to take people watching to the next level by actually immortalizing some of these people in text. She spent time talking about how Beast-ly, the movie version, is not entirely as she imagined it, but it has been a hugely great marketing tool for book sales. She shared how she got her idea of writing it by talking about the fairytale “Beauty and the Beast” in its original form. Her thought process was very humorous as she asked herself such questions like, “What if Prince Harry was banished to

live in the woods? What if his family told everyone he died? What if Prince Harry became a beast?” And so began the formulation of her ideas for this book. Alex Flinn is a great speaker just as she is a great writer. Listening to her speak was very inspiring and entertaining. She gave great tips for writing through-out her speech as well as during a ques-tion/answer period with the audience. Josh Newsome, a USF alum who is currently a media specialist at Sligh Middle Magnet, brought several of his middle school students to the presenta-tion and said, “I could tell my students were very engaged and I could see their wheels turning about becoming writers themselves.” Alex Flinn was a perfect speaker for them as she is very down-to-earth, knows her audience, and gave a wonderful presentation. Writing isn’t for everyone, and for the people who want to do it but can’t seem to figure out how, this was an excellent presenta-tion to put the writing process into per-spective. Maggie Mendez (pictured above), an-other SCATTER who attended the

A L E X F L I N N : T H E S A F E W O R L D O F A B O O K

event had this to say, “Alex Flinn is not only a great writer, but a dynamic pre-senter as well. More importantly, she reminds future teachers that it is through aesthetic reading that students develop a passion for literature. Aside from the modern-day retelling of classic fairy tales, her writing also focuses on social issues such as bullying and dating vio-lence. Her books have the power to en-tertain and empower students! I loved her!”

Continued on page 8

By: Katelyn Clare

Pictured left to right: Dr. Joan F. Kaywell, Magaly “Maggie” Mendez, Alex Flinn, and Katelyn Clare.

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Lesléa Newman came to the USF Tampa Library on Wednesday, October 1st, just ten days before the 16th anniversary of Matthew Shepard’s brutal murder to share his story to a packed audience: Shortly before midnight on October 6, 1998, Matthew Shepard, a 21-year-old gay student attending the University of Wyoming, was kidnapped, robbed, brutal-ly beaten, tied to a fence, and abandoned. Eighteen hours later, he was discovered by a biker, and taken to a hospital where he remained in a coma for five days until he died, with his family by his side. Lesléa Newman arrived at the University of Wyoming on October 12, 1998 to give a keynote speech for Gay Awareness Week. She found a devastated campus and community. Her book, October Mourn-ing: A Song for Matthew Shepard tells the story of the impact of Matthew’s murder in 68 poems that speak in the voices of the silent witnesses to this horrendous hate

crime: the fence Matthew was tied to, the stars that watched over him, a deer that kept him company, his stolen shoes, the cold Wyoming wind. Lesléa Newman read some of her poet-ry and showed photographs in a crea-tive and moving visualization to remind audience members that we all can—and must—make a difference to create a safe world for everyone. Lesléa Newman is the author of 60 books for adults and children including the groundbreaking children’s classic, Heather Has Two Mommies and the award-winning short story collection, A Letter to Harvey Milk. A gay activist for more than 20 years, she has re-ceived many awards including the Hachamat Lev Award for “enduring commitment to justice and full inclu-sion for LGBT people in the Jewish community and beyond.” A past poet

L E S L É A N E W M A N S H A R E S T H E M A T T H E W S H E P A R D S T O R Y

laureate of Northampton, Massachusetts, Lesléa has received poetry fellowships from the National Endowment for the Arts and the Massachusetts Artists Fellowship Foundation.▪

Currently, Alex is a non-practicing attorney who lives with her husband, daughters, and way too many pets in Miami, Florida. Her first novel, Breathing Underwater, was about dating violence which was a direct result of her working with battered women when she was practicing law. She is a very successful author, and it was really a treat to get to listen to her talk so candidly about her experiences as an author. Her novel, Mirrored, a retelling of the Snow White story, will be published in 2015. ▪

Matthew Shepard’s parents (pictured above) loved their son.

REST IN PEACE

Matthew Wayne Shepard

Dec. 1, 1976 -October 12, 1998

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Many people feel they know a good amount of information when it comes to the Holocaust. Al-though people of the Jewish reli-gion were being harassed and per-secuted when Hitler took over in 1933, the major portion of the Holocaust took place between 1941 and 1945 when Jews and others were targeted and murdered by the Nazis, causing one of the largest genocides in the 20th centu-ry. There have been many novels, textbooks and documentaries cre-ated to educate people on the Hol-ocaust and its effects on the world, but I would argue one of the most eye-opening and educational op-portunities is to see and speak to a Holocaust survivor in person. This past October 20th, I had the pleasure of hearing four Holocaust survivors speak at the University of South Florida’s Alumni Center. Toni Rinde, John Rinde, Jerry Rawicki and Judith Szentivanyi visited USF, talked about their stories of survival, then allowed for questions from audience mem-bers. Toni Rinde, a survivor who was given up by her Jewish parents to live with another family during the war, explained that it was difficult for her to relate and connect to her parents once she was reunited af-ter the war’s end. Before Toni started reaching out to speak about the Holocaust, she did not want to talk about it because she felt ashamed. But now, Toni says, she specifically tries to connect to young listeners by relating her ex-

periences of overcoming her many obstacles to problems that children and teens face today. She also promotes the ac-ceptance of all religions and is a strong believer in unity between all people. “You can cut my skin, but my blood is the same as yours. We, together as humans, need to stand together in this world,” she added. Toni married John Rinde, another survivor of the Holocaust, who presented his story as well. John Rinde says that when he speaks about his experiences, sometimes his stories vary be-cause he can remember different details depending on the sur-rounding conversation. Though the details of the stories may change, he doesn’t change his story. John says, “No one can change the validity of what hap-pened during the Holocaust. This is not a dream or a made up sto-ry.” John’s father had written memories, and John’s sister pub-lished his work. Rinde comment-ed that even though Hitler might have had Jewish grandparents, it did not stop him from trying to eliminate a whole nation of Jews. Jerry Rawicki, another speaker, is also a strong promoter of peace. He wants people to know that you cannot solve anything by force, and future generations need to understand what caused the Holocaust so that we can pre-vent this event from happening again. Jerry says this is the rea-

T H E J A C K C H E S T E R H O L O C A U S T E D U C A T I O N S Y M P O S I U M

son he participates in speaking about the Holocaust. Like Toni, Jerry had not originally wanted to share his experiences. In fact, he did not tell his children about sur-viving the Holocaust. This caused great regret afterwards when he realized the information-al benefit his children would have gained from learning about their father. When asked about his re-ligion, Jerry explained that few people during the war believed in God, considering the circum-stances. As he’s grown older, he has become more spiritual. Now, Jerry enjoys speaking to anyone who wants to hear his story. And lastly, Judith Szentivanyi was a survivor who lost her moth-er and sister to the camps during the Holocaust. She spoke about the many young children who lost their lives. “Not many people un-der the age of fourteen survived. I was fifteen years old,” she said. Judith is very thankful that she survived the Holocaust and con-tinues to point out the fact that many, many people had died dur-ing both wars. Just as Judith, as well as all the survivors, are thankful for surviv-ing this terrible tragedy, I was thankful for having the privilege of hearing them speak. It gives a different feeling than reading a book or watching a video. When the person is right in front of you, the story is more real. The emo-tion is more real. I gained a deep-er understanding of what hap-pened to each individual person,

By: Rachel Albrecht

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This two-day workshop (10/10 & 10/11 (F & S) 9:00 - 12:00 pm) was full of information, fun, and food! Numerous topics were discussed: prepar-ing students for a field trip, instructional methods for teaching about agriculture in an urban setting, meth-ods for growing crops organically on a certified or-ganic farm, botanical identifications, on-the-farm learning, food system sustainability, and even some agricultural theory. Sweetwater Organic Farms offers field trips that allow students to explore the components that make an organic farm stand out above all other farms. Admittedly, my favorite day of the workshop was when we actually went to the farm on Saturday morn-ing. At the Sweetwater Organic Farm, SCATTERs were introduced to several stations: organic compost and its components, plants with unique abilities (e.g. edible plants that tasted like peanuts or a sweet des-sert), the effects of greenhouses, chickens and a pig, a butterfly garden, and much more. As present and future teachers, we want to take our students on field trips that are meaningful and educational. The Sweetwater Organic Farm pro-vides an educational field trip for student learning and gets students’ involved through hands-on activities, including growing a plant and massaging new sprouts (pictured right). Furthermore, the tour guides provid-ed for each field trip are able to create an experience that coincides with what students are learning in the

H A V E A S U C C E S S F U L F I E L D T R I P A N D G O T O S W E E T W A T E R O R G A N I C F A R M

By: Erica Escobedo

Pictured left to right: Chris-topher Hawthorne, Kathleen Sheridan, Jessica Leon, Ra-chel Albrecht, Bob Basile, Dominique Cribb, Lindsey Moser, Erica Escobedo, Megan Aiton, and Samantha Beattie. Below: Day 1 (TECO)

Continued on page 11

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(Photo Above: Device to make newspaper seedling pots)

classroom. For example, if in a social studies class students are learning about geography, then the field trip can include geo-graphical history that is both interesting and connected with the classroom. The same goes for subjects in math, science, and history. Overall, the Sweetwater Organic Farm is a great way to have both students and teachers step outside the classroom and engage in an interactive trip that teaches about local and organic agriculture, life sciences, sustainability, nutrition, and much more. Take it from me and learn for yourself by going to Sweetwater Farms at 6942 West Comanche Avenue, Tampa, and eat the fruits of your day on the farm. Contact Christopher Hawthorne, the Education Program Director for Sweetwater Organic Com-munity Farm, for more information. Go to http://sweetwater-organic.org/the-farm/hours-location/ for directions.▪

G R A N T W R I T I N G W O R K S H O P By: Chastity Anderson

One Saturday morning on September 20th while most of my friends were sleeping, I attended this three-hour grant writing workshop and I am very glad that I did. Maranda Holley, Adams Middle School Science Teacher & 2013 SCATTer Grad-uate, shared how she wrote and received more grant funding than she thought was possible—all while she was still a USF student! She started by telling us some of the pros about writing grants. Besides getting funding for projects and supplies, it looks good on a resume especially when you’re still a student. This is also really great as a first year teacher because your colleagues will initially be suspect of your skill as a teacher until they get to know you. Showing colleagues that you know

what you’re doing is impressive, and it will get them treating you like a peer more quickly.

She then explained why more people do not write grants. First, it is somewhat time consuming to find the grants and to write them. Often, individuals are unsure of the process or don’t know how to start. Finally, writing is hard! What follows are tips by topics.

Getting Started: 1. Look for grants. 2. Read the requirements. 3. Outline talking points about your

grant. 4. Start writing.

5. Peer edit (ask a friend, colleague, your mom; ask someone who won’t steal your idea or money).

6. Edit, edit, edit, and then edit some more. Grants (and SCAT-TER!) are about the best getting better, so make sure your grant is something you’re proud of.

7. Submit the grant by or before the deadline. Don’t be late or you will most likely get a nasty email response telling you that the date has already passed.

8. Cross your fingers and hope you get it!

Continued on page 12

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9. Be prepared to wait. The amount of time it takes to hear back on wheth-er you got the grant or not can range anywhere from two weeks to a few months; it depends on the grant.

10. Start writing grants as soon as you get hired. Not only will you need your principal to sign off on it, but you might need a letter as well.

Writing the Grant: 1. Keep the writing brief but informa-

tive; limit verbiage. 2. Don’t use extreme vocabulary (no

“big people words” because you don’t want to sound uppity).

3. Don’t be repetitive. 4. Answer the question being asked,

including responses to the details that the grant asks for; don’t go on about unrelated topics.

5. Read the questions or specifications carefully.

6. Start with bullet points and go back to turn them into sentences.

7. Peer edit! 8. Meet the word requirement or less 9. “Although not required” means do

it anyway. If Writing an Essay: Paragraph One: Summary of your project Abstract(ish) review

Paragraph Two: Introduction Background on teacher, students,

and school Scope (timeline) The demographics of your school.

Use the phrase “community effort” because it looks really good

Paragraph Three: Plan of action (the what and why) Paragraph Four: Cost estimate Itemized list (This may be a separate document

depending on the grant) Paragraph Five: Summary THANK YOU! (Very important to

thank them for reading your sub-mission)

Cost Estimate: 1. Items needed (Include a miscellane-

ous section. Things will pop up, so be prepared).

2. Estimated quantity of items needed and cost/unit price. (Find the more expensive price so you don’t get stuck.)

3. Total per item. 4. Overall total. 5. Provide images if necessary. Code of Ethics: 1. Visit the bookkeeper at your school.

Become his or her friend; use choc-olate if necessary.

2. Create an account (You will use this account to deposit and spend the check).

3. DO NOT CASH THE CHECK IN YOUR NAME. GIVE IT TO YOUR BOOK KEEPER.

4. You can and will lose your job if you cash it in your name. Even if it’s a $50 grant. Even if the grant funders tell you to. Don’t do it!

5. Make copies of EVERYTHING. a. Make several copies of every grant you ever write and save them. b. Save copies of every receipt. c. Save copies of every principal letter that is written on your behalf.

6. Send hand-written thank you notes to the grant funders, to your princi-pal for writing you a letter, and have your students do it too. Don’t use e-mail.

Grant Opportunities: Honor Societies, Learned Societies (conference grants), local businesses (Bright House, Lowe’s, Home Depot), Philanthropic and non-profits (SW Flor-ida water management and Tampa Estu-ary Program, banks, and elementary school teachers can write a grant for a

Pictured above: Maranda Holley Adams Middle School Science Teacher

& 2013 SCATTer Graduate

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This workshop was held on October 13th by Melissa Mashaw-Keen (pictured low-er right) who is the Director of Training at Tampa Bay CPR. Dr. Kaywell intro-duced the workshop with a teacher tip to have students write an information card about themselves during the first week of school that includes their medical prob-lems and allergies so we teachers know what we should be prepared to handle throughout the year. The goal of this workshop was to make us feel as pre-pared as possible in case of an emergency where someone needs CPR or is choking. Cardiopulmonary resuscitation (CPR) is a lifesaving technique useful in many emergencies in which someone's breath-ing or heartbeat has stopped. In 2011, the order of CPR changed and is now CABD: Compressions, Airway, Breaths, and Defibrillation. The way you conduct CPR also depends on the per-son’s age group. Ages 8 and up is consid-ered an adult, a child is 1-8 and an infant is anyone under. When you first approach a victim, take a breath, be calm and make sure the scene is safe. Then, look for signs of response from the victim and call 9-1-1.

We learned several useful tips. For example, do not follow movie exam-ples of CPR. Even if you’re a healthcare professional you should not stab anyone’s throat with a pen. You are also not supposed to put your mouth on a victim. If a family member or close friend is at the scene, have them do the mouth to mouth while you do the compressions. If you have a bar-rier device or pocket mask, you can take turns with the compressions and breaths. Here are some other helpful tips: • Never put your fingers in a victim’s mouth. • Always use gloves and use eye pro-tection whenever possible. • Compression only CPR is not recom-mended for children and infants. • Don’t check for a pulse unless you’re a healthcare professional. • Lay victims on a hard, flat surface. • If lungs don’t rise when breathing air into the victim, s/he may be choking. • If a victim has too much chest hair and you have two sets of chest pads, use the extra set of pads (the child’s pads) to wax the victim’s chest.

C P R W O R K S H O P

• Keep pads on victim until paramedics come. • If you only have adult pads, still use them on a child or infant. • Let a choking victim know what you’re going to do and what you’re doing at all times. • If you can’t wrap your arms around a choking victim because of his or her size, lean the victim over a chair. • If a person can still talk, s/he is not chok-ing. • If a victim vomits, roll him or her on his or her side to clear the passageway before returning to his or her back.▪

By: Stephanie Branco

9-1-1

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W H A T I T T A K E S T O B E C O M E V I T A L Several USF students presented with their professors at the annual Florida Council of Teachers (FCTE) Conference. Friday/October 3, 1:00-2:00 Walk a Mile in Their Shoes - Multicultural Literature as Informational Text USF M.Ed. student Donna Heath (Booker Middle School) Thanks to technology the world is shrinking, but do your students know about the culture of the students sitting next to them? Use multicultural literature to enlarge your stu-dent’s world while teaching literary criticism and research skills.

Friday/October 3, 3:20-4:20 YA Literature: What’s New? What’s Hot? Dr. Joan Kaywell & USF students Several great YA novels will be shared via book talks, alter-native book reports, and handouts by USF pre-service teach-ers.

Saturday/October 4, 8:40-9:40 Incorporating Multimodal Texts in the ELA Classroom USF students Katie Owens, Scott Sandoval, Jenna Cohen, and Dr. Luke Rodesiler Attendees are invited to participate in roundtables showcasing activi-ties that support the study and pro-duction of multimodal texts in the ELA classroom. Attendees are in-vited to bring their own devices to explore the use of hypertext, video games, blogs, and documentary films to support literacy learning. Left: Jenna Cohen, Scott Sando-val, Dr. Rodesiler & Katie Owens

L A N G U A G E D E V E L O P M E N T W O R K S H O P By: Rachel Albrecht

Another great workshop was held in the TECO room sponsored by SCATTER. The workshop was titled “What Every Teacher Needs to Know about Language Development,” and it was held on September 25, 2014, from 9:00 a.m. until noon. Dr. Lisa Lopez, a USF Educational Psychology Associate Professor, and her doctoral student Rica Ramirez, presented on language development of students of all ages. To start this workshop they had everyone fill out a “Find someone who…” worksheet. We were asked to get out of our seats and introduce ourselves to each other and see if there was something on their sheet that we could fill out for them. Two of the criteria were to find someone who studied a second language in high school and to find someone who is bilingual. This was a fun get-to-know-you activity that is a good resource to have as pre-service teachers. After that activity we were asked to get

Continued on page 15

Above: AshleeAnne Palmer, Dr. Kaywell, & Donna Heath

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with a partner and discuss, “What is lan-guage?” and “Why is language important within education?” For fun, I want you to stop reading for a minute and try to think of a definition on your own about what language is and its importance.

STOP READING AND THINK Language, as defined by Dr. Lopez, is the psychological and grammatical notion of communication. To communicate with another person you need symbols, both verbal and non-verbal gestures, and sounds. Language is a part of a culture’s identity, and we then brainstormed ways that language is important in education. Some of the ideas generated were that language is crucial to reading, communi-cation, comprehension, and the fact that language prepares you for your future. Did you know that most children in the world are educated in a language other than the one that is spoken at home? This just proves the importance language has in education. The five components of language that were broken down and discussed in depth

were as follows: semantics, morpholo-gy, syntax, phonology, and pragmatics. We were asked to form a small group and create the definition of one compo-nent of language and its role in lan-guage development/classroom instruc-tion and write it on chart paper. We then took turns presenting our compo-nent to the group and Dr. Lopez and Ms. Ramirez elaborated on each sub-ject. Some facts that we learned throughout the presentation were very important to future teachers. Dr. Lopez stated that 50% of our student population will be second language learners by 2030. That is only 16 years away and we will all be teachers by then. We need to know how to address the needs of each of these students. Another thing she men-tioned that I think we all need to be aware of now is that we are moving towards calling our students “Dual Lan-guage Learners (DLLs) instead of Eng-lish Language Learners (ELLs) because we are always learning and growing in our first language. As our primary lan-guage evolves, we evolve with it in our

learning. As teachers, we never want to encourage a student to abandon their first language in order for them to learn English. If you would like to learn more information on this topic there is a TED Talk by Patricia Kuhl available at http://www.ted.com/talks/patri-cia_kuhl_the_linguistic_genius_of_babies that will explain more. Any SCATTER who is interested in joining a research group focused on the school readiness development of bilin-gual Latino preschool children, Dr. Lopez and the group meet the second and fourth Tuesday of each month. For more information email Dr. Lopez at lmlopez@usf.edu. ▪

50% of our student population will be second language learners by 2030.

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As the lights were lowered in the cramped conference room of the Contemporary Arts Museum (CAM) (see above), Megan Voeller showed a group of us SCATTERs a very interesting photograph (see below) and asked, “What’s going on in this pic-ture?”

The workshop held on September 29th ex-plored the realm of Visual Thinking Strat-egies (VTS), an art discussion method developed by cognitive psychologist Abi-gail Housen and museum educator Philip Yenawine to improve students’ critical thinking and communication skills. This technique requires teachers to facilitate art analysis by asking students just three ques-tions when examining media: What’s go-ing on in this picture? (The facilitator lis-tens, paraphrases neutrally, and points to the picture.) What do you see that makes you say that? (The facilitator listens, para-phrases with no judgment words, and points to the picture.) What more can we find? (The facilitator links contrasting and complementary student comments.) This procedure is helpful not only for art analy-

sis but has been proven to help stu-dents become more observant and ana-lytical. Ms. Voeller, the CAM Associate Cura-tor of Education, told us about the re-search behind VTS (Housen's theory of aesthetic development), shared case studies of using VTS in a variety of educational contexts (from K-5 to higher education), and explained some of the applications of the strategy across disciplines. For example, medi-cal students at Harvard greatly benefit-ted from Visual Thinking Strategies. After viewing art and learning VTS, they were asked to look at photos and

specimens in the same manner to assist them in making a diagnosis. The stu-dents benefitted greatly from the visual thinking exercise. We also discussed the relevance of VTS to address Common Core State Standards as it helps students with identifying the evidence to support their claims. After a few practice ses-sions, Ms. Voeller had us practice fa-cilitating VTS discussions in small groups using actual pieces in the mu-seum. The practice was wonderful in two ways: we learned how to facilitate VTS and we also gained a student’s perspective. Megan also provided a comprehensive tour of the museum

and shared insight into the interesting and beautiful pieces created by master’s students and other professional artists.

Most SCATTERs didn’t know what to expect when signing up for this work-

Continued on page 17

H O W M Y L E A R N I N G W A S J U M P S T A R T E D W I T H V I S U A L T H I N K I N G S T R A T E G I E S

By: Erin Jenkins

1. What’s going on in this picture?

2. What do you see that makes you say that?

3. What more can we find?

Above: Beth Landy, Sara Gossman, Re-becca Nguyen, & Maggie Mendez prac-ticing VTS. Below: Brianna Burt, Carly Fitzgerald, & Veronica Uzar practicing as well.

Above: Cassandra Garton & Megan

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shop, but we were blown away by the museum, the knowledge we gained, and the enjoyment we had. If you’ve never visited USF’s Contemporary Art Museum, I encourage you to do so for an enjoyable experience. ▪

Back Row: Kathleen Sheridan, Carly Fitzgerald, Erin Jenkins, Sara Gossman, Mia Peck, Veronica Uzar Middle Row: Katelyn Clare, Rebecca Nguyen, Beth Landy, Megan Voeller, Kimberly Pridgen, Maggie Mendez, Robert Ackles Front Row (kneeling): Chelsea Mayhew, Cassandra Garton, Maria Balazy, Brianna Burt, Samantha Blackman

Pictured above: Angelica Thomas chose her mother to be her guest for dinner at Dr. Kaywell and Frank Johnson’s home; she was the SCATTER winner for dinner during the month of October. Angelica chose the menu, saying that spaghetti and meatballs was her favorite. Since Frank is Italian, he went all out in preparing the meal. When they arrived, the theme song from The Godfather was playing and an antipasto platter and bruschetta served as appetizers. The main course was baked macaroni with stuffed meat-balls and sausage. Dessert was complete with their choice of either Italian ice or gelato. As you can see, there was fun to be had besides dinner, and Angelica’s mom was a firm believer that “turnabout is fair play.”▪

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Since the Education for all Handicapped Children Education Act (EAHCA) of 1975 (most recently renewed as the Indi-viduals with Disabilities Education Act (IDEA) in 2004), students with disabili-ties have been accepted into public schools in the United States. Over the past four decades, our education system has evolved to provide quality education for all students. Over the course of these years, more services and beliefs have become standard across the country, such as no rejection of students with disabili-ties, Individualized Education Plans (IEPs), least restrictive environment, and transition services for students aged 16 – 22. Why does this matter to you as a general education pre-service teacher? According to a 2011 US Department of Education report, 11.2% of school-aged students are identified with disabilities. This means that roughly one in every ten students has a disability. Most of these students have disabilities mild enough that they should be in the general education classroom but not without appropriate services and sup-ports.

As I’ve talked to friends of mine outside of the special education department, I have often found that they are apprehen-sive about teaching students with disabil-ities. So for this article I contacted two of my friends. I asked Branden Lingerfelt, a senior in Social Science Education, to give me eight questions about special education. I then gave these questions to Mery Yanez, a senior in Special Educa-tion, to respond to his questions. General and special education teachers must col-laborate in order to successfully meet the

needs of all of their students. Not being afraid to ask questions is the first step in having successful collaboration. Branden Lingerfelt (BL): What is the difference between a learning disability and an intellectual disability? Mery Yanez (MY): Students with learning disabilities struggle by not knowing what is the best way for them to learn. Some students have specific learning disabilities, the most common being in reading and in math. They just don’t seem to learn in the same way as what is traditionally taught in the class-room. After they learn to use learning strategies, they are able to use them to their advantage. On the other hand, students with intellectual disabilities have a lower IQ than typical students. Although they are able to learn, some-times they also have other obstacles such as health and behavioral difficul-ties that may impact the way that they

E S E C O N S U L T A T I O N

learn. Students with intellectual disabili-ties tend to have a learning disability as well. This does not mean that they are not able to learn; everyone is able to learn. These students might need differ-ent timelines and different goals that they will reach. BL: How can I differentiate instruction for a student in one of my classes with a hearing disability? MY: One way to help hearing impaired students is by having several, effective visual aids. Additionally, develop les-sons that allow them to experiment with their other senses to help them figure out what is the best way that they learn. I recommend having several different hands-on activities to accomplish this purpose. I would also learn some sign language to use in my classes if the stu-dents use sign language. This extra

By: James Jacobelli

Roughly one in every ten students has a disability.

Pictured above: Branden Lingerfelt Social Science Education Major

Final Intern at Newsome High School, Lithia

Pictured above: Mery Yanez Exceptional Student Education Major

Yearlong Final Internship at Corr Elementary, Gibsonton

Continued on page 19

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effort on your part will help them to be comfortable using sign language in the class and offers them the opportunity to talk to other students in the classroom.  BL: How can I differentiate instruction for a student in one of my classes with a reading and processing disability? MY: It depends on what type of reading and processing disability the student might have. Instruction must be catered to the needs of the individual student. Again, feel free to experiment with meth-ods that may benefit the student. For ele-mentary and reading teachers, having reading groups based on instructional level and on interest provides students access to level-appropriate books as well as high-interest books. I also encourage you to have different tests that are created for those students who need differentia-tion. I do have to warn you, however, that differentiated instruction does not mean easier or harder. It means that the materi-al is introduced differently to fulfill the needs of each student.

JJ: For example, on a math test you might circle the two angles you are asking the students to compare. On a history test you might provide a year, country, or other reference point. Both of these ex-amples help students with processing disabilities to focus their memory in to help them remember what they have learned.  BL: What information from the IEP is most beneficial for me to teach my stu-dents? MY: I think that you really have to look at the IEP as a whole. The IEP is a very important document. There isn’t really one part that is most beneficial. All of the

components are in there in order to clarify all of the needs and goals of the student. It is like you are asking me what is the most important ingredient of a cake. You need all ingredients to make a delicious cake. JJ: One of the features of the IEP that you should know, without a doubt, is the student’s accommodations on as-signments and testing. Teachers must know and implement these accommo-dations. BL: What is the difference between an accommodation and a modification? MY: An accommodation is changing the way that material is being intro-duced to a student, and a modification in changing the material as a whole. A form of an accommodation could be a student using assistive technology or sitting in a specific place in the class-room, but the student is still reaching the standard. A modification changes the standard or the material. For exam-ple, if the standard is “The student will count to 100 by ones and by tens,” an accommodation might be that a nonver-bal student will use manipulatives to count up to one hundred. On the other hand, a modification would be that the student is only expected to count to 50 by ones. BL: Do you have any tips for recording data to report on an IEP? MY: One of the most important forms of data that you have to constantly be gathering is observational data. Teach-ers must have “withitness.” This means that you are aware of what is going on with all of your students at all times. I advise that you carry a notebook or a clipboard so you can write down things that you see that you can later note for the IEP. Some teachers even take tallies of a student’s certain behavior on the back of his or her nametag or on anoth-er data recording sheet. Depending on the situation, you can even allow the student to record his or her own data on a behavior chart, so s/he can be an ac-tive participant in gathering infor-mation. In that way, you are not

only gathering data but also actively involving the student in monitoring his or her progress toward meeting the goals and benchmarks set in the IEP. BL: What does a co-teacher do? How can we work together to help the stu-dents? MY: A co-teacher’s job is to teach just like the general education teacher! S/he is also there as a resource to help you come up with methods and strategies to meet all of your students’ needs, espe-cially those with disabilities and other learning difficulties. I think that the best way to work together is to be open and voice anything about any problem that may come up in the classroom. I think that it is important to remember that both teachers are working toward the same common goal, which is allowing all students to learn and reach their full potential. BL: How can I provide the accommoda-tions of my student’s IEP (like dictating questions on a test) while still monitor-ing the rest of my students? 

 MY: Remember that you are not going to be in this all by yourself. You are going to have other teachers and admin-istrators working with you who are there to help you facilitate the accommoda-tions for your students. One thing I high-ly recommend is the use of technological devices. Technology is something that we should never take for granted. For example, there is a text-to-speech appli-cation that can dictate things to use dur-ing tests. By putting this file on an iPod, a student could listen to recorded in-structions during the test. As teachers, we must think outside of the box to problem solve and create solutions so all students. can achieve their full poten-tial.▪

Differentiated instruction does not mean easier or harder. It means that the material is introduced differently to fulfill the need of each student.

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In the last SCATTER Chatter Newsletter, I included all of the responses given to me by former SCATTERs to three ques-tions: 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 newsletter. With this being our 33rd year of existence, I am planning a huge 35th SCATTER Anni-versary Celebration and am trying to con-tact as many SCATTER graduates as possible. If you know of SCATTER graduates not on this list, please ask them to contact me at kaywell@usf.edu or send me their contact information. Thanks much.

1981 - 1990 Director, Dr. Mar-cia Mann & Assistant Director, Dr. Joyce Swarzman Class of 1983 Brett Taylor Class of 1984 Teresa Joslyn Sophia Manoulian Kugeares Jeanne Petronio Dr. Yvette Powell Robitaille Class of 1985 Bruce Burnham Dr. Susan Wegmann

Class of 1986 COL Jay R. Popejoy Karen Getty Stewart Class of 1987 Dr. Gloria Howard Armstrong Dawn Coffin Melissa Sawyer Hill Lois McKee Jill S. Middleton Anne Newsome Class of 1988 Dr. Jeany McCarthy (Gonzales) Dorothy Taylor Class of 1989 Stefano Biancardi Rose Bland Jan Pritchett Ottinger Dr. Jenifer Schneider 1990 - 1996 Director, Dr. Joyce Swarzman Class of 1990 Michele Fisher Ben Johnston Terri Mossgrove Class of 1991 Sherry Chappell Cindie Donahue Dr. Wendy Drexler Vicki (Kusler) Horton Darlene Wagner Class of 1992 Joy Baldree Linda Peterson Dr. Monica Verra-Tirado Class of 1993 Kimberlee Fowler Dr. Julia Fuller Irma Lucy Lancheros Dr. Cara A. Walsh Class of 1994 Kelly McMillan Seth Hoffman Andrea Weaver (Tracy)

W H E R E H A V E A L L T H E S C A T T E R S G O N E ?

Class of 1995 Alberto Danny Camacho Tracy Graves Kathy Ogilby Langdon, Class of 1995 “I feel happy. I feel healthy. I feel terrif-ic.” Those words that Dr. Swarzman had us repeat over and over are set in my mind and they have motivated me to “do whatever it takes” despite how I may be feeling at that moment. SCATT taught me communication and life skills that I still use today. Dr. Swarzman taught me that every student deserves an excellent teacher. I vividly remember in one of her trainings we worked in pairs, and she asked one of us to think about something happy and then to think about something sad. She then asked us which face we would like to look at all day, of course the happy face. The message was to leave your personal problems at home, and Dr. Swarzman in 1995 was a perfect example of that philosophy. Two years later when my dad passed away a few days before the end of school, I used her words to motivate me to return to the classroom the day after he died to finish the school year. My students deserved that and honestly it helped me too. I taught for 8 years and I kept my SCATT communication skills chart in my lesson plan book and referenced it quite often. I posted DWIT on my wall behind my desk. I was a proud SCATT teacher and I still smile when I hear the song, “I’ve Got Rhythm”, our closing ceremony song. Now I am a stay at home mom and I still use the skills I learned in SCATT, as a volunteer, a PPA committee chairman, a wife, a daughter, a friend, and a mom. My own children and husband deserve an excellent mother and wife who will “do whatever it takes” and one that will wake up every morning (or at least most) feel-ing happy, healthy and terrific.

By: Joan F. Kaywell

If you know of SCATTER graduates not on this list, please ask them to contact me at kaywell@usf.edu or send me their contact information

Continued on page 21

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1996 - 1998 Director, Dr. Hilda Rosselli Class of 1996 Mike Hill 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 Hardee, Susie M. Roy Moral Christie Ray 1998 - 2005 Director, Dr. Jean Linder Class of 1998 Crista Banks Alicia Burgos 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 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. Rog-er Brindley & Assistant Direc-tor, Lori Yusko (Delk) Class of 2006 Keith Fedor Brandi Grafer Rachel Pepper (Kirby) Tanya Stanley 2007 - 2013 Director, Lori Yusko (Delk) Class of 2007 Magalie Frederic Dan Penoff Kodie Petrangeli (Rogers) Nichole Styron, Class of 2007  I am currently teaching 1st grade at Pur-cell Elementary in Mulberry, FL, and have taught as high as 5th grade. I think the SCATT experience as a whole was an amazingly positive one. I loved see-ing the excitement of the future teach-ers, as well as the instructors and guest speakers during each training. It made such a positive impact for the im-portance of going above and beyond in everything we do as educators. Having the mindset that because everything we do is so important to our students, we should put our whole heart into it helped me to start my teaching career with high expectations for myself. It

was a great feeling when I was positive-ly influencing veteran teachers in my first year. I was actually voted Teacher of the Year for my school in 2012 which was such a positive confirmation that all of my hard word was paying off. Thank you for all SCATT(ER) has and contin-ues to do for educators. Class of 2008 Lakesia Dupree J. Booker (Preiner) Jessica Teston-Loadholtes Lorena Lucas Jenalisa Da Silva (Zummo) Class of 2009 Robin Bishop Jonathan Broner Sherree Brown Kenny Gil Debbie Goodwin Michael Hosea Yesenia Mejia Holly Crum (Pfriem) Jael Noda Vera Stacey Conrad (Wallace)

Dawn Hudak-Puckhaber, Class of 2009 I am presently a 3rd grade teacher at Schrader Elementary School in Pasco County. Our school was rebuilt last year, and now we have a brand new school to enjoy. We are embracing the Pasco vision to get out students career and college ready and have named our grade level teams for various colleges and universities. I am glad to say that my third grade team chose the Bulls!

If you know of SCATTER graduates not on this list, please ask them to contact me at kaywell@usf.edu or send me their contact information

Continued on page 22

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Greg Morgan, Class of 2009 I am actually working back at USF after getting my M.Ed. from Loyola Chicago. I'm the director of our career mentoring program at USF Athletics. It's been a while, but the memory I remember from one of our SCATT workshops was the learning I gained around professional development--mainly how to present myself as a professional during inter-views/job search processes, as well as recognizing we're ALWAYS interview-ing- even when it's not in a formal set-ting. Class of 2010 Kelly Budnick Jaclyn Lockhart (Dubois) Tara Rowe Class of 2011 Jennifer Austin Dylan Barnes Alex Dashner Jamie Karnetsky Emma Powers

Breanna McBride, Class of 2011 I am currently in my third year teaching American History at an IB middle school in Manatee County, and I am starting my first year of Graduate School at USF for Curriculum and Instruction in Secondary Education. When it comes to SCATT, I have so many amazing memories. My favorite would be decorating all of the honors ceremonies for the SCATT gradu-ates. I always loved getting together with my fellow SCATTERs to make the theme that the graduates voted on come to life.

If it were not for SCATT, I do not think I would have made it through my first year. For one, being a SCATT graduate landed me my first job. Additionally with all of the training in classroom management and cooperative learning all of my co-workers wanted to know my secret to having a well-run class-room with high gains. SCATT also taught me various teaching strategies to help my students of varying learning levels. SCATT has made me a better teacher and that in turn has made my students better; as a teacher, that is all I have ever wanted!

Class of 2012 Sara Destree Blanka Fuzvolgyi Meghan Masciarelli Megan Bender, Class of 2012 I am a third grade gifted teacher in Pas-co County! After graduating from the SCATT program in 2012, I was asked to continue teaching at the school where I had completed my final intern-ship. I have been teaching 3rd grade there ever since! SCATT truly had such an amazing impact on not only my col-lege career but my professional career as well! The school I had my final in-ternship at was so impressed with my skills, professionalism, teaching strate-gies, ideas and resume of trainings and courses that were all provided to me through the SCATT program! My greatest memory of SCATT was the final scenario. It was so impactful and such a great opportunity! I am where I am today because of Lori and my fel-low SCATTers! Zac Lewis, Class of 2012 I am currently teaching 6th Grade Sci-ence at Dr. John Long Middle School. This is my second full year teaching

and I have already been given the oppor-tunity to be a Team Leader. I attribute much of my success to the experiences gained through SCATT. I used to work in the office with Lori, Lucy, and An-drea. SCATT was a home away from home where I was able to lean on friends in the program at any given time. To pinpoint one specific event would be too difficult. The overall experience is my favorite memory. I wouldn't be the edu-cator, or person, I am today without the influence of SCATT. SCATT brought me out of my shell. This pro-gram taught me how to speak up during discussions, be a leader at events and meetings, and even how to appreciate the idea of being a lifelong learner. Kristen Tavolaro, Class of 2012 I am currently in my third year teaching at Pizzo Elementary School and am also in USF’s Elementary Ed. M.A. program. Professionally- My favorite memory as a SCATTER was the workshop we had a month into our internship. It was really interesting and it was great to debrief with my peers about what I was experi-encing as an intern and what they were experiencing. Personally- This might sound cheesy but through SCATT I was able to attend a Kagan weekend at a discounted price. Not only did I learn a

lot but I met my boyfriend of two and a half years at that Kagan weekend. His parents also met through SCATT back when Dr. Joyce Swarzman was running SCATT. SCATT taught me that hard work pays off. The trainings gave me more background knowledge on differ-ent strategies and techniques to use in the classroom. For example, I knew more about Kagan and CHAMPS then non-SCATT graduates did. SCATT helped me create an awesome resume. I also did a lot of networking while in

Continued on page 23

“Being a SCATT graduate landed me my first job!”

“SCATT helped me create an awesome resume . . . and taught me that hard work pays off.”

If you know of SCATTER graduates not on this list, please ask them to contact me at kaywell@usf.edu or send me their contact information

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SCATT which helped me get a job. I also made some great friendships in SCATT. 2013 - 2014 Director, Dr. Joan F. Kaywell Class of 2013 Megan Ackerman Heather Stocks (Rice) Melissa Whitcher 2014 - Director, Dr. Joan F. Kaywell & Assistant Director, Andrea Thompson Class of 2014 Janeli Acosta Julie Johnson Meghan Krstyen Stacy Mairs Tammy Mangrum Geornesia Moses, Class of 2014 Erica Nelson Erica Martin, Class of 2013 I am teaching at Lee Elementary Magnet here in Tampa. Going to workshops where I was surrounded by dedicated future educators was extremely motivat-ing, and the information I gained made me feel even more prepared to be a teach-er. Love the program! Chelsea Swann, Class of 2013 I am absolutely in love with my job and that look on a student's face when they learn something new, and that drives me to be the best teacher I can possibly be. SCATTER introduced me to instruc-tional techniques for all subjects that I am so glad to have in a discipline that I am completely new to. Even though the sub-ject matter is still fuzzy to me sometimes, SCATTER has made me confident in my ability to manage a classroom and devel-op meaningful instruction, and that's half the battle. Thanks SCATTER! I couldn't have done it without you!▪

If you know of SCATTER graduates not on this list, please ask them to contact me at kaywell@usf.edu or send me their contact information

Please take a moment to remember these SCATTER graduates who have died:

Jennifer Albritton & Molly Drake

Congratulations to the following SCATTERs for being elected to serve as USF Student Government Senators: Dominique Cribb, Jena Howard, and Beth Landy

Above: Brandi Grafer, a first grade teacher at Clark Elementary School & 2006 SCATTER Graduate, presented a workshop entitled “Taking an Active Role in Leadership and the Rewards of Being Involved” to SCATTER students on Wednesday, October 15, 2014. Participants learned how to effectively communicate with administrators, parents, teachers, and students discovered the benefits of being actively involved with each group.▪

Above: Dr. Sarah Bombly, a former Tutor-a-Bull Coordinator & recent USF Graduate, presented a workshop entitled “What Every Teacher Needs to Know about ESE Students” to SCATTER students on Monday, October 27, 2014. Participants learned that identifying struggling learners in any grade is the first step to helping them gain the academic skills that lead to high school graduation with a regular diploma.▪

Above: One elementary group enjoy a snack in front of the COEDU before departing on busses. Students from Lacoochee Elementary School, Mittye P. Locke Elementary School, Stewart Middle School, and Woodland Elementary School have been introduced to the USF college experience by SCATTER volunteers.▪

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F A L L 2 0 1 4 N A T I O N A L C O N F E R E N C E S

(For Workshop Credit/NOT SCATTER-Sponsored Events)

Research (Elementary – Secondary): November 19-21, 2014, Florida Educational Research Association (FERA) Confer-ence – Cocoa Beach Gifted (Elementary – Secondary): November 13-16, 2014, National Association for Gifted Children (NAGC) Conference - Baltimore Social Studies (Elementary – Secondary): November 21-23, 2014, 94th National Council of Social Studies (NCSS) Annual Conference – Boston Foreign Language Education (Elementary – Secondary): November 21-23, 2014, American Council on the Teaching of Foreign Languages (ACTFL) Annual Conference – San Antonio *English (Elementary – Secondary): November 20-23, 2014, 104th National Council of Teachers of English (NCTE) Con-vention – Gaylord National Resort, Maryland http://www.ncte.org/annual

*CEE Cultural Diversity Grant

This grant offers up to two $500 awards for first-time NCTE Conference presenters who are members of groups historically underrepresented in NCTE and CEE. Eligible NCTE members must indicate their desire to be considered for the Cultural Diversity Grant on their NCTE Conference Proposal Form and submit an application by sometime in May before the confer-ence. Be on the lookout for next year.

NOTE: Grants and awards may exist for you attend a conference in your field. It pays to look. English (Middle & Secondary): November 24-25, 2014, 41st Assembly on Literature for Adolescents (ALAN) of the NCTE Workshop - Gaylord National Resort, Maryland Literacy (Elementary – Secondary): December 3 - 6, 2014, 64th Literacy Research Association (LRA) Conference – Marco Island, FL

F A L L 2 0 1 4 R E M A I N I N G S C A T T E R W O R K S H O P S

To attend any of the SCATTER Workshops, YOU MUST REGISTER by going to the SCATTER Store, email-ing EDU-SCATTOPS@USF.EDU, or calling the SCATTER Office at 813-974-2061. 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.

1. “What Every Teacher Needs to Know about Themselves in Order to Create the Person that Can Inspire Our Next Generation” 11/15 (S) 9:00 - 12:00 pm USF COEDU’s TECO Room

2. “Sharing a Small World: Activities on People, Resources, and the Environment” 11/18 (T) 9:00-12:00 USF COEDU’s TECO Room (Elementary Emphasis) 3. “A World of 7 Billion People: Lessons for Global Citizenship” 11/18 (T) 2:00-5:00 USF COEDU’s TECO Room (Middle/Secondary Emphasis) 4. “What Every Teacher Needs to Know about Politics” 12/1 (M) 3:00 – 6:00 USF COEDU’s TECO Room 5. “SCATTER Honors Celebration Macy’s Teacher of the Year 12/12 (F) 5:30 - 8:30 USF MSC Oval Theatre

S.C.A.T.T.E.R. Office

University of South Florida

4204 E. Fowler Avenue EDU105

Phone: 813-974-2061 Fax: 813-974-5910 E-mail: andrea1@mail.usf.edu

S C A T T E R

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S C A T T E R N E E D S Y O U R H E L P 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. It may be hard to believe but in two years, SCATTER will be celebrating its 35th anniversary. The planning has already begun, but we need your help now more than ever. With over 10,000 graduates, we want to make this event truly sensational. Think of the impact that 10,000 SCATTER *DWITs have had on society. 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.”

SCATTER has been charged with becoming self-supporting. Your donation supports the SCATTER Program— materials, scholarships, and programming for SCATTER students, especially for those in need. Please help us by contributing 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. If you have questions about the SCATTER Honors Program, please contact Dr. Joan F. Kaywell, Director, at (813) 974-3516. * Do Whatever it Takes

**Your name will be listed in the Honors’ Celebration Program the semester following your gift, upon request.