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CSN

Education Department, Field Observation Packet

Greetings Future Educator,


One of the most rewarding aspects of EDU 201, EDU 202 and EDU 203 is the
opportunity you'll have to actually work with students at the grade level you are
interested in eventually teaching. These three CSN courses require all students to
complete a (10) ten hour "Field Observation" component in one of the four service
areas of the Clark County School District. Once your placement is processed, you
will receive details regarding your specific school from your CSN instructor. You
will then contact the school and meet with your cooperating teacher. Both you and
your cooperating teacher will design a mutually agreeable schedule for you to
complete your required contact hours. Within this packet, you will find the required
assignments and experiences you must fulfill in order to pass this class.

Name: ____________________________
Professor:
Christina Zeddies

_______________________
Olivia Grant

CCSD School: ______________________


Cooperating Teacher:__________________
Kitty Ward ES
Rebekah Richmond
CSN Education Department, Las Vegas, Nevada 2010

CSN

Education Department, Field Observation Packet

BEFORE ARRIVING ON THE FIRST DAY...


1. Contact your assigned school by telephone and ask the office manager, or other
contact person, for the best day/time to come and meet your assigned cooperating teacher.
School phone numbers, locations and other information can be found on the CCSD web site at
http://ccsd.net/schools/
2. Preplan an on-time arrival, and make sure that all interaction with CCSD employees and
students is respectful, courteous, and professional. You are a guest in their school, and a
representative of this CSN class and institution. The school is allowing you to visit to further your
understanding of the profession. It is imperative that your actions reflect a
willingness to learn, and are reflective of a future professional educator.
3. The first half of your field observation/experience will be centered around learning about the school you were assigned, and focusing on the general and unique
characteristics of its culture. You will looking at, and reflecting upon things that are going on in
the classroom at the grade level you were assigned. You are observing during this time. Your
cooperating teacher will give you guidance on how your experience can be expanded beyond
these observations when he/she feels comfortable with your professionalism and skills.
4. Please read the CCSD Teacher Dress Code, and abide by it each time you visit the school.

CCSD (6.4) TEACHER DRESS CODE


Employee dress and appearance play a vital part in the projection of a professional image. This
professional image contributes to the establishment of a positive learning environment and enhances
the image of school personnel within the community.
The following are not considered to be appropriate attire:
1.
For men: Jeans with torn or ragged edges, shorts, tank tops, muscle shirts, sweat suits, or
warm-ups, collarless t-shirts, spandex/lycra as an outer garment or similar tight outfits.
2.
For women: Jeans with torn or ragged edges, shorts or skirts more than four inches above the
knee, provocative shirts, tank tops or crop tops. Muscle shirts; sweat suits or warm-ups, spandex/
lycra as an outer garment or similar tight outfits.
3.

Slippers, house shoes, work boots, thongs, and other similar foot apparel.

4.
Footwear without appropriate socks or stockings, except where stocking may cause a health
hazard.
All employees are expected to exemplify grooming standards in a manner that projects an
appropriate image for the employee, the school, and the district.
1.

Hair shall be neatly groomed. Beards and mustaches shall be neatly groomed.

2.

No facial jewelry will be worn, excluding earrings.

3.

No obscene or distracting jewelry or similar objects that may present a safety hazard may be
worn outside of the clothing. Hats are not to be worn inside the school.

CSN Education Department, Las Vegas, Nevada 2010

CSN

Education Department, Field Observation Packet

UPON ARRIVAL THE FIRST DAY...


Introduce yourself. Since this is your first visit, ask the teacher where he/she would
like you to sit while you complete your observation hours for this CSN Intro to
Education class. Show the teacher this Field Observation Packet, your Field
Observation Time Log and Evaluation of Field Experience Student pages.
Let the teacher know that you will be asking him/her to verify your hours of
attendance each time you visit, and grading you after the observation hours are
complete.
-----------------------------------------------------------------------------------------------------------ASSIGNMENT ONE (Observations): After introducing yourself to the class, take a seat
in a nonintrusive location to begin doing some classroom observations. Complete the
questions below:
Observation 1: What are your first impressions of the classroom/school
environment? Warm? Friendly? Organized etc? Describe the physical environment
in detail.
At first sight, the school is inviting, which provides a safe, secure, and respectful learning environment. From the
moment you enter the parking lot to the inside of the classroom, this building felt welcoming for all individuals;
students, staff, parents, and visitors.

Observation 2: Please describe the student make-up of the class, including gender,
ethnicity, ELL, students with physical challenges, and any other apparent attributes
that are important to note.
This third glass included twenty students; one white male 504 student, one asian male, one black male student, one
mixed-race female student, eight white girls students, and eight white male students. However one female student is
having difficulties at home - parent in jail, low income, and is stressed.

Observation 3: What are the posted class rules in the room? (exactly as written)
1. treat others with care and respect
2. take care of our school, our class, and our material
3. follow directions and classroom procedures

Observation 4: Does the teacher enforce the rules? Are rewards or consequences
being used for compliance or noncompliance?
Yes, Ms. Richmond enforces the classroom rules, along with providing incentives to keep students focused. She
provides novelty/trinket items for good behavior. I've noticed she'll quickly remind a student to stay on tract and
immediately focus her attention back to the curriculum.
CSN Education Department, Las Vegas, Nevada 2010

CSN

Education Department, Field Observation Packet

ASSIGNMENT TWO (Classroom Layout): Use the graph paper provided to create an
overhead view, labeled drawing of your assigned classroom, and then answer the
questions that follow.

(Classroom layout not available. Classroom layout is located on hard copy.)

CSN Education Department, Las Vegas, Nevada 2010

CSN

Education Department, Field Observation Packet

Classroom Layout Question 1: Describe the work flow of the room. Is the space
used efficiently?
Considering this classroom is filled with several learning "stations" along with desks for each student, this classroom
works well for the set-up. There is a reading(library), science, small-group, whole-group, individual desks, Elmo/
Smart Board located in whole-group area, teacher area, computer area, and cabinets for material. I believe each area
of the classroom is being utilized efficiently to accommodate each learning curriculum.

Classroom Layout Question 2: In your opinion, how can the physical arrangement
of the room be improved?
I'd move five of the desks to make an quiet area located near the reading material for students to read and utilize their
I-Pads or vise versa. However, her set-up should not be criticized because it works well for how she teaches, this
would be my preference.

Classroom Layout Question 3: In your opinion, are there any concerns regarding
safety during a normal school day or during the possibility of fire, shelter in place, or
lock-down?
No concerns! This classroom has two entrance/exit doors in-which one door has the Crisis Response Details, tape,
and materials needed in an emergency and the other door provided a backpack with emergency equipment; bandaides, first-aid kit, ect...

ASSIGNMENT THREE (Instruction): Observe any instructional time in your assigned


classroom, and record your observations when presented with the questions below:
Instruction Question 1: What is the posted daily schedule for different subjects or
periods?
Language 08:00-08:20 /
Word Study 09:00-09:30 /
Centers 10:00
/
Library 11:30-12:20
/
Science & Health 1:35 /

Writing 08:20-09:00
Comprehension 09:30-10:00
Lunch 10:50-11:25
Math 12:20-1:35
Dismissal 2:11

Instruction Question 2: Is instruction done in small groups, centers, whole groups,


individual?
This teacher provides all aspects including small groups, whole groups, and individual - she also allows students to
assist other classrooms when needed. This allows her to teach small groups as students are working independently.

Instruction Question 3: How would you describe your cooperating teachers


teaching style? I believe the coopering teacher demonstrates all traits; demonstrator/model, facilitator, formal
authority, and delegator.
CSN Education Department, Las Vegas, Nevada 2010

CSN

Education Department, Field Observation Packet

Instruction Question 4: Does the teacher incorporate learning style preferences? If


so, give examples.
Yes, during reading time - students are able to utilize I-pads with Mobymax installed. This is a program which is used
for math, reading, language, and other curriculum based material for students to learn. (Technology based)

Instruction Question 5: Do the students seem engaged in the lesson(s) that are
being presented?
During whole-group time, all students are engaged with the material, including the 504 student. However during
independent time one student is constantly not paying attention to his own material, even though once he does the
work, he is competent. This student requires extra assistance, but is not a LD student. SO, for the most part all
students are engaged constantly.

Instruction Question 6: Are there any students isolated from the rest of the class
for any reason? Why?
No. All students are treated equally and with respect no matter their circumstances. Example: the student struggling
with home issues - the teacher recognizes her situation and allows a little leeway. With compassion to her situation,
she provided a little extra attention, but nothing severe to show favoritism. Even the 504 student is shown respect
without criticism.

Instruction Question 7: Is instructional time managed efficiently?


Yes. The teacher and students utilize time efficiently. Example: when students are working independently and have
finished their assignment, they are aware of additional options. Such as reading a book, I-pad, ect. This allows the
teacher to continue with her small group without being interrupted.

Instruction Question 8: How does the cooperating teacher handle transitions from
one subject or period to another, and are these transitions effective?
For the most part, students understand transition time and is given a few minutes to get to their prospective centers/
assignments...However the teacher at-times may play a 1-4 minute video allowing students to stretch and get funky
for a moment. This takes away the restlessness of any students.

Instruction Question 9: List ways that the teacher attempts any attention getting
commands? (Ex: Countdown, Light flicker, Heads on Desk)
5 count down...one-one-thousand, two-one-thousand, three-one-thousand, four-one-thousand, and finally five-onethousand.

Instruction Question 10: What specific behavior issues does the teacher have to
deal with?

One 504 student, at times he becomes distracted and has a difficult time staying on tract. There is also another
student with an attitude, however he is not a LD student, but at times does not want to do his assignments - he'd
rather play. At times he does not want to stay focused. This sometimes causes a distraction to other students.

Instruction Question 11: Are there any procedures in place that help or hinder
instructional time? As long as the curriculum and instructional time is being met, then no there is nothing to hinder
time.
CSN Education Department, Las Vegas, Nevada 2010

CSN

Education Department, Field Observation Packet

ASSIGNMENT FOUR (Culture): Using the information provided below, carefully


observe and evaluate the culture of the school where you are assigned to observe.
Remember you are evaluating the school for its educational culture, place of learning,
sense of safety, invitation for learning, promotion of self-actualization, development of
values and socialization.
A. Physical Characteristics: Look at the physical areas of the school to determine
atmosphere, comfort, and feelings the school creates for students in the
educational setting.
1. Consider the school property to include: building, grounds, fencing,
equipment, grass, flowers, landscaping, trees, parking lot, crosswalks, gates,
signs and symbols. This school is very welcoming and pleasant to be in; the landscape is groomed, the
fencing is in tact, crosswalks are visible, and the fruit/vegetable garden complements
the neighborhood.

2. Consider the interior of the school to include: halls, floor coverings,


lighting, doors, windows, entrances (metal detectors and security), colors,
decorations in the hallways and entrance areas.
The custodian & staff definitely take pride in this school; the halls, bathroom. classrooms, office, and cafeteria
were clean. As for the hallways, each grade level displayed their school work based upon the curriculum &
standards - it's displayed in an organized manner. It felt it was the right touch and not over bearing material free from clutter. Well Organized! With the mauve & grew wall paper, the tone is inviting and calm.

B. Culture of the School: Read, listen and observe to determine the climate,
values, and atmosphere within the school.
1. Identify the schools mission statement, motto, and mascot.
Mission Statement: W-working collaboratively as a community of students, staff, and families to have all
students, "Ready by Exit" A-accelerating learning is the fundamental purpose of our school. R-reflecting
and examining all practices in light of their impact on learning. D-designing rigorous data-driven instruction
that directly results in individualized student growth. Mascot: WARD WOLVES!

2. Analyze staff/student/visitor interactions in the main office, the library,


computer center, halls, lunchroom, gym and other areas of the school.
The main office is invited with prompt attention the visitor; I was greeted each time arrived and exited the
building. I also noticed in the lunchroom teachers greeted each other with a friendly smile and/or hello - staff
assist each other when placing students at a lunch table. The lunch ladies were also pleasant and grateful for
staff to acknowledge them with a friendly hello. The computer center is well organized for learning & clean.

3. Look at and document formal practices: school day; scheduling of classes/


subjects; ages of students; calendar of events; size of school; grouping of
students. School day 08:00-2:11 / class schedule appeared appropriate for Third graders, along with
providing adequate events during lunch time. The also provided after school time for students to
attend events, along with rodeo day - community involvement. The schedule appeared to fit great
for staff and students, along with parents. The PTA scheduled a lunch for all staff and
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accommodated everyone's schedule - The camaraderie between staff, parents, and teachers is
felt immensely.

CSN

Education Department, Field Observation Packet

4. Analyze student/student interactions in halls, classes and outside the


building. Note where students gather to socialize. Are there lockers or how
do students carry books and homework?
In the halls I noticed student would keep their voices to a minimum, however students appeared happy to see
each other and shared smiles. Students during lunch break gathered on the playground and I felt majority of
the students respected each other. The entire time spent at this school, I did not see nor hear any students
belittle or degrade anyone. I felt as-if this school is a family in one - students & staff.

5. Describe the organization of the school by grades or departments. Are all


grades located together in one physical area of the school? Are the groups
identified?
Student are located in a "quad" area, which is grade specific. The structure of this building allows approx 4
classrooms in the same area - which is assigned per grade level. Yes, they are identifiable by the students
assignments on the wall along with a sign identifying the location.

6. Examine school traditions, achievements and awards; community


recognition or community partners; extracurricular activities/clubs and
athletics. Look for and document sources of community pride and sense of
identity through ceremonies, assemblies, trophies, and artifacts.
A parent and/or community can locate community partnership information in the office as-well as on Kitty
Wards web link at: http://schools.ccsd.net/kittyward/Index.html The website provides photos and information
pertaining to school pride. There is baseball and cheer-leading as extra activities.

C. Culture of the Classroom: Each classroom has its own culture and way of life.
1. Look for teacher(s) expectations for learning and success, interactions with
students, and his/her personality.
I'd have to say this teacher respects each student and these individuals know it! Example: Each morning, the
teacher meets the students in line and walks them to the classroom, however when they arrive at the
classroom door - she stops and acknowledges each student individually. i.e. "Hello suzie" "Good morning
Johhny", ect... She addresses each student by name and if they were absent the day before, she'd ask if
everything is okay. Taking this extra few minutes a day to say something to each student, shows respect.

2. Evaluate the level of student participation in the class.


The first day all students were engaged in nearly all subjects & material, however the second day - one
student rested her head on the desk. She has personal home issues, which the teacher addressed privately
and gave her additional time to get motivated for the day, During whole-group the teacher utilizes pop-sickle
sticks to call upon students to participate and they all engage. This class is highly motivated to learn,
students even assist others to get assignments completed.

3. Evaluate the interactions between teachers and students, rapport,


cohesiveness, distribution of power, tone, frequency and reinforcements.
Reference to question C-1, because the teacher provides each student with respect - they in-return provide
her the same respect. The teacher utilizes a calm voice when needed and assertiveness when needed - her
reinforcements are direct and decisive. Her instructions are well-integrated leaving less room for students to
question, when questions are not needed. However she does provide open discussion during whole-group.

CSN Education Department, Las Vegas, Nevada 2010

CSN

Education Department, Field Observation Packet

ASSIGNMENT FIVE (Cooperating Teacher Interview): Complete the questions below


by interviewing your cooperating teacher during a convenient time. Include any school
documents that your cooperating teacher will allow you to photocopy for your packet.
Interview Question 1: What was the primary reason you became a teacher?
Teacher reply: To continue learning personally and assisting students to learn.

Interview Question 2: What is the main challenge(s) you face as a teacher?


Challenges change from year to year and each situation is different. Sometimes it's the material needed to teach.

Interview Question 3: What is the best part(s) of being a teacher?


The kids and those ah' ah' moments (funny moments), along with seeing each student improve/advance
academically.

Interview Question 4: How do you determine where students sit in class?


How they collaborate together, along with behavioral needs. Such as the 504 student has PTSD so he is strategically
located in the area where she can see him at all times.

Interview Question 5: How do you determine the members of any flexible groups?
Assessments! QSI, identifying their phonics, reading, and instructional level.

Interview Question 6: Beyond standardized testing, what assessments do you use


regularly?
Curriculum Standards - along with state generated standards to use for Third Graders.

Interview Question 7: What requirements are placed on you for reporting progress
to parents?
Infinite Campus is utilized for grades, attendance, and additional information. Majority of the parents utilize this
program on their smart phones and check it frequently. However report progress is twice a year, however information
is updated daily with attendance and grades once a week. I contact parents if needed. Parent involvement is high.

Interview Question 8: How often do you interact with a students parents in person?
A lot! Parent involvement is high at this school, email exchange, skate night, open house, before & after school
activities.

Interview Question 9: What type of discussions do you typically have with parents?
Grades, assessments, child needs and sometimes behavioral concerns.

Interview Question 10: How much grading do you complete on a daily/weekly


basis?
Grading is done weekly, however I may do it daily.

CSN Education Department, Las Vegas, Nevada 2010

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Education Department, Field Observation Packet

Interview Question 11: How long does it take to prepare lessons for the day/week?
Depending on shared with other teachers - per week approx 2-3 hours depending...Long range plan, utilizing
Curriculum Engine for shared information helps.

Interview Question 12: What procedures or strategies do you use to maximize


instructional time?
CHAMPS - Conversation, Help, Activity, Movement, Participation
http://www.dailyteachingtools.com/champs-classroom-management.html

Interview Question 13: What positive reinforcement programs have you had
success with?
CHAMPS along with giving students bucks $ for individual awards / Team awards are given / students also learn
economics by paying taxes with their earned bucks when they purchase items of their chose.

Interview Question 14: What behavioral consequences seem most effective with
this age group?
Behavior Reflections: its a paper where the students writes the description of their behavior, consequences, and
reasons for behavior, with a plan to improve. Student, teacher, and parent signs the reflection. Allowing students to
understand what they did wrong or incorrect and how to correct it.

Interview Question 15: How are specialist teachers involved in the instructional
planning process?
Reinforce standards, such as art teacher, computer teacher teaches essential skills, music teacher

Interview Question 16: How often are you evaluated, and what measurement
tool(s) is used by the administration for determining your own performance?
Annually (1yr) - Nevada Department of Education - NEPF

Interview Question 17: What consequences are there if your evaluation is not
favorable?
probationary status and/or loss of job

Interview Question 18: What types of support do you receive instructionally,


financially or professionally from the school, parent organization or school district to
enhance instruction?
CCSD $100 material is provided, along with a strong PTA.

Interview Question 19: What surprised you most about teaching as a profession?
The work load! It's A lot!

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Education Department, Field Observation Packet

ASSIGNMENT SIX (Classroom Interactions):


Teacher Exchange Directed to Boys vs. Teacher Exchange Directed to Girls.
Record tally marks for a 20 minute period when direct instruction is taking place. When
interaction is between teacher and male student, add a tally mark. Do the same when
teacher interaction is between teacher and female student. Record your tally marks in
chart form, and then summarize your findings in one paragraph.

Teacher Exchange Directed to Boys

1111

Teacher Exchange Directed to Girls

111

Classroom Interactions Summary:


______________________________________________________________________
During whole-group lesson, students were called upon to answer questions and/or provide additional
______________________________________________________________________
information
to the material. The teacher utilized the "popsicle" method to call upon students, this provided
______________________________________________________________________
an equal opportunity for all students to answer questions. This also allowed students to stay engaged in
______________________________________________________________________
the lesson.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

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Education Department, Field Observation Packet

ASSIGNMENT SEVEN (Administrator Interview):


After composing your own five open-ended questions, do your best to arrange a 15
minute interview with the principal/assistant principal/dean or other administrative
personnel so you can get answers to the five prewritten questions you have. This
could be the most valuable part of your experience if you can shed light upon what
administrators are looking for from future applicants. * The questions are
mandatory for credit, and the principal/assistant principal/dean interview is
strongly encouraged if it can be arranged.
CSN Student Created Question # 1 for Administrator
______________________________________________________________________
How do you determine the budget for your school? What constitutes as a priority over something else?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
CSN Student Created Question # 2 for Administrator
______________________________________________________________________
How do you keep parent involvement high?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
CSN Student Created Question # 3 for Administrator
______________________________________________________________________
How do you determine what technology (electronics) is needed for each classroom?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
CSN Student Created Question # 4 for Administrator
______________________________________________________________________
How do you determine hiring "support staff" employee's to accommodate the needs of the school? Such
______________________________________________________________________
as office staff, custodians, SPTA's, kitchen staff, etc
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
CSN Student Created Question # 5 for Administrator
______________________________________________________________________
How do you keep moral high/positive among your staff (teachers and support staff)?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Administrator Name/Title: _______________________________________________
CSN Education Department, Las Vegas, Nevada 2010

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Education Department, Field Observation Packet

ASSIGNMENT EIGHT (Specialist Classroom Observations):


A. Ask permission from your cooperating teacher to accompany the students
and observe some of the specialist classes they attend if possible. (Art, Music,
Library, Humanities, PE or other specials).
1. Do your students participate or behave differently in these classes in comparison
to their regular academic classes?
Computer class (Language Art Lesson): In this class all students appeared to be fully engaged, however I noticed
some students felt they did not have to raise their hand during this practice session. They'd answer questions outloud, opposed to waiting to be called upon.

2. Does any student seem to have a particular talent? Describe.


Some students were quick to read the passage and answer the questions, and others had a difficult time reading and
comprehending the material presented.

3. What is the curriculum like in comparison to the regular education class?


Students were practicing reading & comprehension skills, along with typing skills.

4. Describe the specialist teachers instructional style.


To be quite honest; I was only with her for approx 25 minutes, which was barely enough time to understand her
style.

5. What different strategies do you notice this teacher using that are successful?
I did notice, she continuously walked around the classroom to see students monitors and assist when needed.

6. What are the challenges the specialist teacher has to deal with?
With computer, the challenge was keeping all students on the same task/reading and questions. Some students
were more adequate with computer skills than others, causing some students to become frustrated with time.

7. How are student needs being met?


Students are learning how to read and comprehend material via the computer. If students needed additional time, it
was provided.

B. Ask your cooperating teacher if you may observe part of the time in the GATE
(Gifted and Talented classroom) UNABLE TO OBSERVE A GATE CLASSROOM
1. Do you notice any social and academic differences between the kids in this class
and in the regular education classes?

2. What is the curriculum like in comparison to the regular education class?

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Education Department, Field Observation Packet

3. Describe the GATE teachers instructional style.

4. Would you rather be in this class or the regular education class? Why?

5. How are student needs being met?

C. Ask your teacher for permission to visit the rooms of any specialized
programs: Special Education, SEC (Severely Emotionally Challenged), Autism
room, Deaf/Hard of Hearing rooms, etc. N/A
Remember, some schools do not have these programs. Make sure you get permission from your
cooperating teacher, as well as the lead teacher in the special education room. Maintain your
professionalism at all times. Do not write a students name down when you are writing observation
notes. Maintain the students right to privacy by referring to a student as Student #1, Student #2 etc.

1. Do you notice any social and academic differences between the kids in this class and
in the regular education classes?

2. What is the curriculum like in comparison to the regular education class?

3. Describe the SPED teachers instructional style.

4. What are the challenges these students possess?

5. How are student needs being met?

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Education Department, Field Observation Packet

ASSIGNMENT NINE (Observing a student): Discretely observe one student in your


assigned classroom during a period of direct instruction. Summarize what the student
did during this observation, making sure to document ALL behavior. Detail what was
going on in the environment and what you observed the student doing. Were they on
task and engaged in the lesson? Please summarize the setting, the lesson that was
given, and what you uncovered about putting yourself in a lesson from the students
point of view.
______________________________________________________________________
During whole-group session, all students were sitting on the carpet area in front of the class, however
______________________________________________________________________
one student was at her desk with her head down. Because the Teacher did not ask her to join nor
______________________________________________________________________
instruct her to come to whole-group; I just observed her demeanor. After whole-group was completed
______________________________________________________________________
the teacher instructed students to go to their assignment, i.e. reading, small group, computers, work
______________________________________________________________________
independently, ect...during this transition time, the teacher discretely advised me the student parent is in jail,
______________________________________________________________________
and is also not sleeping properly. During this transition the student became more alert, however still
______________________________________________________________________
didn't want to participate with assignments. She offered additional material from the teacher, but declined.
______________________________________________________________________
As the students were engaged in reading, writing, and creating a paragraph from a book; along with others
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drawing characters to go along with their stories.
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One student also noticed the young girl not engaging in any activities and decided to bring the book
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to her and asked if she needed assistance. To my surprise the restless student, opened her eyes
______________________________________________________________________
and accepted the other classmates assistance with their assignment.
______________________________________________________________________
With all students engaged in learning the atmosphere is calm, relaxing, and the teacher is reading in small
______________________________________________________________________
group, some students working diligently on their assignments. Others helping others to complete a full
______________________________________________________________________
paragraph, while others were reading quietly. It took one moment for me to realize this classroom is
______________________________________________________________________
filled
with RESPECT, for the one student to recognize another classmate having problems, and proceeded
______________________________________________________________________
to
help
her - was a great day of observation!
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I also observed another individual because he appeared eager to show me his accomplishment to
______________________________________________________________________
complete a task on Mobymax. I sat with this young boy, while explained the program and how he has
______________________________________________________________________
gains
points for knowing specific words. Once I became engaged in allowing him to show me, others
______________________________________________________________________
decided to show me what they have learned - before I knew it, I was engaged in our small-group. About
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five students eagerly showed me how they learn via the I-Pad. (even though I know the dynamics of
______________________________________________________________________
MobyMax) allowing them to express themselves by believing they were teaching me, gave each
______________________________________________________________________
student confidence to assist someone else. Then of course, time flew by and it was transition time...
______________________________________________________________________
______________________________________________________________________
Once we transitioned into other stations, I observed a different student with "similes and metaphors" ______________________________________________________________________
this individual was quite creative and do not acknowledge anyone or anything around. As-if she was in
______________________________________________________________________
a
safe and secure learning environment to do her assignment freely.
______________________________________________________________________
Ultimately understanding each student wants to learn and to be treated with RESPECT will bring a
______________________________________________________________________
carefree learning environment to all - students, staff, parents, and teachers.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

CSN Education Department, Las Vegas, Nevada 2010

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CSN

Education Department, Field Observation Packet

Summarize and reflect upon your entire 20 hour Field Observation Placement
______________________________________________________________________
I felt this location is a nurturing learning environment for all - staff, students, parents, and teachers. From
______________________________________________________________________
the moment I was greeted at the front desk with instructions where to meet the cooperating teacher, to
______________________________________________________________________
walking
with the teacher to open the school gates for the students - I felt a sense of camaraderie. The halls
______________________________________________________________________
were clean with students Curriculum based assignments displayed proudly along the walls, per grade level.
______________________________________________________________________
The school's motto is W.A.R.D which consist of working collaboratively as a community, accelerate learning,
______________________________________________________________________
reflecting and examining all practices, and design rigorous data-driven instruction as a result in individualized
______________________________________________________________________
growth; this school stands by their Mission Statement! It is evident everyone shares the sames values,
______________________________________________________________________
cultural networks, and values their school atmosphere. The motivation in this school is felt strongly; example:
______________________________________________________________________
walking the halls during transition to another class (computer lesson), one teacher lightly played the guitar
______________________________________________________________________
to keep students focused & motivated at the same time. Another example: when walking students to the
______________________________________________________________________
lunchroom - teachers make sure all students are seated and have lunch before taking their break.
______________________________________________________________________
The climate from the teachers indicated - they CARE about each student. Just as when the teacher
______________________________________________________________________
acknowledges each student every morning with personal name & a good morning.
______________________________________________________________________
On
another note: I noticed this school did not sing the Pledge of Allegiance for two days... I decided to ask
______________________________________________________________________
the cooperating teacher and to my surprise, she explained... On Friday's the entire school meets on the
______________________________________________________________________
playground for everyone to sing together and the principal provides information/awards and more to
______________________________________________________________________
everyone at once. This is their way for everyone to get together all at once; special things happen...example:
______________________________________________________________________
one student's relative was dying of cancer - so students and teachers had an opportunity to shave their head.
______________________________________________________________________
Just like Kaepernick said when he was seven-years-old he'd like to play for the Forty-Niners; I'd like to
______________________________________________________________________
play for this schools team of staff members! Great experience of positive attitudes.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
-----------------------------------------------------------------------------------------------------------Before final grading for the EDU 201, EDU 202, EDU 203 courses can occur:
The 3 page signed CSN documents proving 10 hours of participation on the
Field Observation Time Log and Evaluation of Field Experience Student
sheets must be completed and returned to the CSN student by the cooperating
teacher.
The CCSD cooperating teacher must email the students CSN Instructor
before the final exam date. The instructors email can be found on page 17 (pass/
fail for the student)
-----------------------------------------------------------------------------------------------------------CSN Education Department - Room 2025/ Mail Stop S2A
3200 East Cheyenne Ave
North Las Vegas, NV 89030
651- 4400
CSN Education Department, Las Vegas, Nevada 2010

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CSN

Education Department, Field Observation Packet

Dear Cooperating Teacher,


Thank you in advance for assisting us in the preparation of a new generation
of Nevada teachers. It is important to realize that this course is likely the
first steps into the teaching profession for our students. EDUC 201/202/203
is where many of these students actually make the decision as to whether or
not to continue further study of the profession. We appreciate you joining
us in providing these students with a wonderful first experience in the
classroom.
We are hopeful that the enclosed student and cooperating teacher objectives,
which have been approved by the College Consortium, will help you with a
clear sense of how this field experience works. For your convenience, the
student has been directed to complete the information on the cover of this
packet: Please contact the instructor listed below if there is any question or
concern.

Prof. O. Grant
______________________________________

Course # and title:

EDU201 - Introduction to Education


______________________________________

CSN Instructor:

CSN Instructors contact phone: ______________________________________


CSN Instructors Email:

______________________________________

When the student has completed the required observation hours, please
complete the FIELD OBSERVATION TIME LOG and FIELD OBSERVATION STUDENT
EVALUATION (with the student). Upon completion of the 10 hour Field
Observation, the student will then return the Time Log and Evaluation to their
CSN instructor. As verification of the successful completion of the Field
Observation, we ask that you also send an e-mail to the CSN instructor
verifying that the student has met the obligation. Please do this as soon as
the student has completed their 10 contact hours. The student will not
receive a grade in the course until the e-mail is received this from you.
Should you have any concerns or questions about this process, please feel
free to contact the CSN Education Department at: 651-4400

CSN Education Department, Las Vegas, Nevada 2010

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CSN

Education Department, Field Observation Packet

OBJECTIVES FOR THE COOPERATING TEACHER


The purpose of the field observation component of this course is to provide the students
with practical exposure to the real world of teaching. The cooperating teacher is asked
to take on the role of an educational tour guide, leading his/her student through the twist
and turns of the public school culture. The cooperating teacher also provides a role
model for the 201/202/203 student, quite often becoming the very first professional
contact the student has within the school district.
The following objectives are provided for your use. We acknowledge that you are the
practicing professional in the field, and hope these objectives can serve as a general
framework for your role in this process. The cooperating teacher will be able to...
-assist the student in determining whether or not the field of Education is for him/her
by answering assigned focused questions from their CSN instructor.
-provide a safe and comfortable setting for this novice as he/she explores the whole
school and individual classroom environment.
-provide the student with a formal introduction that identifies them as a practicing
teacher to his/her students.
-provide a scaffolding role by observing the students comfort level as he/she
moves in and out of the participant/observer role. We ask you to gently encourage
CSN participants into actually working with the students in some beginning
capacity; one-on-one tutoring is always a good place to start.
-provide a minimum of 50% of the student time for pure observation and note taking;
the remaining 50% of their time spent working in some capacity directly with the
students.
-protect the student from participating in any disciplinary action of a student.
-assist the student in identifying his/her strengths within the classroom, and then
building on those strengths.
-provide honest and constructive feedback.
-provide the student with valuable instructional opportunities, and insure the student
abides by adopted standards of the Clark County School District..
-notify the college instructor should any problem arise. 651-4400
-provide accurate documentation that the student has clocked hours at the school
(form provided), a total of 10 hours is required for EDUC 201, 202 and 203 students.
CSN Education Department, Las Vegas, Nevada 2010

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CSN

Education Department, Field Observation Packet

FIELD OBSERVATION OBJECTIVES FOR THE STUDENT


EDUC 201/202/203 students will be able to...
-practice nonjudgmental observation techniques.
-brainstorm with his/her cooperating teacher regarding choosing education as a
career choice.
-provide a positive and energetic attitude within a local Clark County or other district
school setting.
-develop beginning observation skills of the entire school culture, of the teaching
process, and of student behavior.
-practice beginning professional teaching behaviors such as reliability, punctuality,
appropriate dress, speech, etc.
-provide instructional assistance to the students in his/her assigned classroom,
taking his/her cue from the cooperating teacher.
-take instruction from his/her cooperating teacher including behavioral cues in
regards to his/her actual practice with the students.
-develop effective communication skills with the students within his/her classroom
(i.e., taking on the role of a teaching assistant rather than the role of a buddy).
-practice effective participant observation note taking practices (i.e.,taking the
appropriate time to write field notes about his/her experiences).

CSN Education Department, Las Vegas, Nevada 2010

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CSN

Education Department, Field Observation Packet

EDU 201/202/203 - FIELD OBSERVATION TIME LOG


Christina Zeddies
CSN Student: ______________________________________________________
Prof. O. Grant
CSN Instructor: ____________________________________________________
Kitty Ward ES
CCSD School Assignment: ___________________________________________
Rebekah Richmond
CCSD Cooperating Teacher: __________________________________________
Third
Grade/Department Assigned: _________________________________________

Principal:

Mrs T Lee Douglass


_____________________________________________________

7027994501
School Phone & Fax ________________________________________________

03152016
03162016

730

4.5

1200

730

4.5

1200

9
R.R

Your signature verifies that the student has completed the required 10 hour field observation component
of EDUC 201, 202 or 203.

CSN Education Department, Las Vegas, Nevada 2010

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CSN

Education Department, Field Observation Packet

Cooperating Teachers EVALUATION OF FIELD OBSERVATION STUDENT


Please complete the following evaluation (WITH THE STUDENT) after he/she has
completed their observation requirement. Use the Performance Indicators Rating
Scale provided to rate the student on the Performance Indicators that have been
listed. Your candid, honest assessment is very valuable to the students future
development as a prospective teacher. Also, please comment upon the students
strengths and/or weaknesses you may observe. As a seasoned professional, the
student looks forward to, and appreciates your constructive comments.
Christina Zeddies

CSN Student Name: ____________________________________________________




PERFORMANCE INDICATORS RATING SCALE:
4 = exemplary 3 = consistent level 2 = not consistent 1 = lacking

1. Beginning Professional Behaviors:


A. Professional appearance, adherence to CCSD dress code.

4
________

B. Reliability (punctual, follow through with directions)

________

C. Communicates effectively with the cooperating teacher and staff.

________

D. Demonstrates manners, graciousness.

4
________

E. Reflects upon observation (notes,etc.)

________

A. Demonstrates enthusiasm and curiosity

3
________

B. Uses appropriate voice/tone.

3
________

C. Contributes a positive attitude to the classroom.

4
________

D. Demonstrates initiative

2. Personal Qualities:

3
________

A. Uses appropriate language/questioning

3
________

B. Perceptive in observing/locating students in need of help

3
________

C. Models respectful behavior

4
________

3. Connecting with the students:

D. Uses effective proximity techniques (i.e. nearness to students)


CSN Education Department, Las Vegas, Nevada 2010

________
4
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CSN

Education Department, Field Observation Packet

Cooperating Teacher Comments:


Email provided privately to instructor.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Please remove the FIELD OBSERVATION TIME LOG and EVALUATION OF FIELD
OBSERVATION STUDENT (pages 20-22) from this packet and return to the CSN
student.
Before final grading for the EDU 201, EDU 202, EDU 203 courses can occur:
The 3 page signed CSN documents proving 10 hours of participation on the
Field Observation Time Log and Evaluation of Field Experience Student
sheets must be completed and returned to the CSN student by the cooperating
teacher.
The CCSD cooperating teacher must also email the students CSN Instructor
before the final exam date. The instructors email can be found on page 17 (pass/
fail for the student)
-----------------------------------------------------------------------------------------------------------CSN Education Department - Room 2025/ Mail Stop S2A
3200 East Cheyenne Ave
North Las Vegas, NV 89030
651- 4400
CSN Education Department, Las Vegas, Nevada 2010

22