ERIC Number: ED243826
Record Type: Non-Journal
Publication Date: 1984
Reference Count: N/A
SCATT--SunCoast Area Teacher Training: A Model for Pursuing Excellence in the Teaching Profession--Present and Future.
Mann, Marcia; And Others
The Sun Coast Area Teacher Training (SCATT) Program at the University of South Florida is involved in an endeavor to attract and keep bright and talented teachers in the teaching profession. Its mission is to achieve academic excellence and to improve the quality of teacher candidates. SCATT was begun as a collaborative program of the University of South Florida (USF) College of Education and 15 counties in the USF service area and also supported by a special allocation from the Florida State Legislature. SCATT members are recruited from all majors in education. They enter the program, if they meet the entrance requirements, following acceptance into the College of Education (i.e., in their junior year). There are five main components of the SCATT program: (1) student programs; (2) SCATT clinical teacher training; (3) student steering committee; (4) faculty steering committee; and (5) job opportunity. In this paper, program implementation is discussed briefly, and a program evaluation is offered. Questions addressed in detail include: (1) Who participates?; (2) What do people say about the program?; (3) Do participants feel that what is learned is useful and relevant to teaching?; (4) How do top level administrators feel about the program?; and (5) Are the goals of the program compatible with those of the community? Three flow charts describing the SCATT program are appended. (JMK)
Descriptors: Admission Criteria, Education Majors, Evaluation Criteria, Higher Education, Incentives, Preservice Teacher Education, Program Evaluation, Program Implementation, Student Recruitment, Student Role
Sun Coast Area Teacher Training Program Office (EDU 316), College of Education, University of South Florida, Tampa, FL 33620 ($0.35).
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A