CSN Education Department, Field Observation Activities

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Greetings Future Educator,

One of the most rewarding
aspects of EDU 201, EDU 202
and EDU 203 is the
opportunity you will have to
actually observe students at the grade level you are interested in eventually teaching. These
CSN courses require all students to complete a 10 hour "Field Observation" in one of the 13
Performance Zones of the Clark County School District. Once your placement is processed,
you will receive details regarding your specific assigned 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 to complete your required
contact hours. Within this packet, you will find the required experience assignments and field
documents that you must complete in order to pass this class.
Name: Samuel Wood

CSN Course: EDU 202-4001

Professor: St. Aubin

Professors email: kandace.staubin@csn.edu

CCSD School: Basic High School

Cooperating Teacher: Shawn Dickson

Save this completed packet for your Education Capstone Course, (EDU 299) and pay
particular attention to items marked with an (* asterisk) as these will be especially helpful in
completing your Classroom Management, Diversity, and Differentiated Instruction presentation
in EDU 299. Your CSN instructor will let you know whether you will be handwriting directly in
this packet, in a separate reflective log, or word processing responses to the following
requirements and assignments.

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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 be
looking at, and reflecting upon things that are going on in the classroom at the grade level or subject
that you were assigned. You are simply observing during this time. Your cooperating teacher will give
you guidance on how, and if, your experience can be expanded beyond these observations when
he/she feels comfortable with your professionalism and skills.

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 Introduction to Education class. Show the
teacher this Field Observation Activities Packet, your Field Observation Time Log and
Cooperating Teachers Field Observation Student Evaluation 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.

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ASSIGNMENT ONE (Observations): After arrival, take a seat in a nonintrusive location to

begin your 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.
The school staff was friendly and welcomed me upon arrival. The front office was organized and
the secretary was very helpful. It was easy to find the office and my assigned room due to the overall
accessibility of the school. The hallways were wide, allowing for a large amount of foot traffic.
Overall, the spaces outside and inside of the school were legibly marked to provide accurate navigation
for someone new to the facility.

*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.
During my field observation, I sat-in on a total of three different periods in four days. On
average there were 22 to 25 students and there was a slightly larger percentage of girls than boys. The
diversity of the classes were on average 60% Caucasian, 30% Hispanic, 5% African American, and 5%
Asian. A particular student I noticed that is worth noting was an 11th grader who was unable to read.
This stuck out for me, because I was expecting that all the students, especially 11th graders could read.
This opened my eyes to the delayed learning of some students that I could face in the future.

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*Observation 3: What are the posted class rules in the room? (exactly as written)
The classroom I observed did not have any posted class rules.

*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
used for compliance or noncompliance?

While there were no posted rules, the teacher did have rules and the
students were aware of them. For example, students were allowed to use their
electronic devises (tablets and cellphones) to participate in a teacher lead game
where they logged into a website and answered questions for points. The teacher
did explain that the use of the devises were limited to the classroom game and the
students were not to be using them for anything else (texting or messaging). None
of the students abused this privilege.

ASSIGNMENT TWO (Classroom Layout): Use graph paper or drawing software to create an
accurate overhead view, labeled drawing, of your assigned classroom before answering the
questions below.

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently?
The classroom space was always configured into 5 group of desks put together to form one large
work area for 5 to 8 students a piece. This configuration of the classroom allowed for good efficiency.
For example, the teacher was able to quickly access all of the students from the center of the room
instead of walking around it.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the
room be improved?
In my opinion, the one issue with the physical arrangement is that some students are not facing
the white-board, but they did not seem to mind turning around to look.
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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?
In my opinion, the classroom did not have any concerns for safety.

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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?
Throughout the school and including the room I observed, there was a posted bell schedule to let
the students know when their class periods are.
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Most of the instruction was done with the class as a whole; however, the class did meet in the
library on one occasion and each individual student performed researched on an upcoming presentation
about the Cold War.
Instruction Question 3: How would you describe your cooperating teachers teaching style?
My cooperating teacher allowed for open discussions on all topics, he included good examples
that the students understood, and added personal experiences when appropriate.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples.

Yes, visual aids such as Power Point and Prezi were incorporated into the lessons.

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.

Yes, for the most part the students were engaged, due to the cooperating teachers ability to relate
the material to them personally.
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*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?

No, the classroom was divided into five groups. These groups were diverse and equal in the
amount of students.
Instruction Question 7: Is instructional time managed efficiently? Please explain
Yes, the cooperating teacher was quick when preforming his necessary daily routines (roll-call,
etc.) Instruction was given from bell to bell.
Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
The cooperation teacher taught the same subject throughout his day, but each class was at a
different point in the lesson. The teacher was aware of the difference and prepared accordingly.

*Instruction Question 9: List ways that the teacher attempts any attention getting
commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they?

The cooperating teacher began every class with a game that was played on the students personal
electronic devises. The game was effective at getting the students attention, because they were allowed
to use their devises in class.

*Instruction Question 10: What specific behavior issues does the teacher have to deal with?
How does the teacher deal with these behavior issues? Be specific.

The only behavior issue I observed was the use of foul language, which the cooperating teacher
would promptly correct.

*Instruction Question 11: Are there any policies or procedures in place that help or hinder
instructional time? If so, explain them and how they help or hinder use of instructional time.

One policy I noticed was, the teachers were required to stand in the hallway in between classes.
During the beginning of one period the cooperating teacher was dealing with an unruly student in the
doorway, after the bell. The student was from another class and had nothing to do with the teachers
class. If the policy was not in place the class would have started on time, but if the teacher was not in
the hallway at the time, the unruly student would not have been dealt with.
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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.
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: building, grounds, fencing, equipment, landscaping, trees,
parking lot, crosswalks, gates, signs and symbols.
The schools property was a one story building that included a gymnasium, athletic fields, and
portables. The school grounds were kept up well. There were many places to choose from to park
and many street signs to promote an overall safety of the area.

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2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security.
The interior layout of the school put the office at the center and the hallways extended out from
there. The school was well lit, but had few windows. Near the office is a trophy case which displayed
the many school achievements (athletic and academic) earned over the years.
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.
The schools mission statement reads as: At Basic High School, our mission is to challenge each
and every student to reach their intellectual and creative potential through a fully integrated curriculum.
We encourage students to become lifelong learners by developing intellectual curiosity and a thirst for
discovery and achievement. We strive to create a diverse community that fosters mutual respect and
social responsibility, enhanced by a strong partnership between community and school.
The schools mascot is the wolf and they are the Wolves.
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school.
The school secretary had the pulse of the school and she was the know all of the staff. Questions
that the administration could not answer were quickly answered by the secretary. The visitors to the
main office consisted of the students, their parents, and the staff. While class is in session the office is a
quiet and organized place; however, when class lets out and the students crowd the hallways, the office
turns into a chaotic loud place.
3. Look at the formal practices: school day schedule; ages of students; calendar of events; size
of school; grouping of students.
Classes started at 7:00 am and there were seven periods, a nutrition break, and a lunch. The
students ages ranged from 15 to 18. The school has a large population, over 2,000 students.
4. Observe student to student interactions, inside and outside the building. Observe where
students gather to socialize lunchroom, halls, playground, etc.
Student to student interactions inside the school were innocent and polite. When the school day
is over and the students leave the main building, the student to student interactions change. Outside the
students were making out, cursing at one another, and rough housing.

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5. Explain how the school is organized - by grades, departments or not. Are
hallways/classroom labeled?
I was not able to walk the entire school, but it seemed that the classrooms were grouped into the
different areas of study. For example, the room I observed was a U.S. history class and the surrounding
classrooms were all social studies geared classes, but they were not labeled as to what kind of class they
were.
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.
Unlike most schools in the Las Vegas area, the one I observed is not new, it has earned many
achievements and awards over the years. The schools athletics include fall, winter, and spring sports
(football, basketball, baseball, etc.). There are many activities and club offered for extracurricular
(robotics, chess, newspaper, etc.).
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.

The cooperating teacher was constantly checking student progress to make sure they were
meeting the standard. One of the most effective lectors he communicated was to not believe everything
they hear or read by using critical thinking. The teacher even challenged the students to question what
he was saying.

*2. Evaluate the level of student participation in the class. Who participates? Who does not?
Since the cooperating teacher allowed for open discussions on all topics, the student participation
level was high. The discussions would usually evolve into a personal context that engaged all in the
classroom.

*3. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements.

My cooperating teach was popular with his students. He also was a good teacher, his students
cooperated in class and it seemed that they were generally okay with being in his class. Everyone had a
voice in the class, the teacher was far from a dictator.
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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?
Answer: To help kids.
Interview Question 2: What is the main challenge(s) you face as a teacher?
Answer: Having the kids buy into my ways.
Interview Question 3: What is the best part(s) of being a teacher?
Answer: The student relationships and relations.
Interview Question 4: How do you determine where students sit in class?
Answer: Let them pick if they can handle it.
Interview Question 5: How do you determine the members of any flexible groups?
Answer: Working with table groups (kids that sit together).
Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
Answer: Group quizzes and map quizzes.
Interview Question 7: What requirements are placed on you for reporting progress to
parents?
Answer: Progress is posted on the internet.

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Interview Question 8: How often do you interact with a students parents in person?
Answer: Around five total parent meeting a year and open house nights.
Interview Question 9: What type of discussions do you typically have with parents?
Answer: How the class will work, guidelines and expectations.
Interview Question 10: How much grading do you complete on a daily/weekly basis?
Answer: Five classes and around 18 assignments total a week.
Interview Question 11: How long does it take to prepare lessons for the day/week?
Answer: 30 minutes to an hour and constantly reviewing lesson plans.

*Interview Question 12: What procedures or strategies do you use to maximize instructional
time?

Answer: Teach bell to bell. This day in history question.

*Interview Question 13: What positive reinforcement programs have you had success with?
Answer: Extra credit, informative packet, and doughnut parties

*Interview Question 14: What behavioral consequences seem most effective with this age
group?

Answer: Taking away their phone.

Interview Question 15: How are specialist teachers involved in the instructional planning
process?
Answer: Follow I.E.P.s, but without specialist teachers involvement.
Interview Question 16: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
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Answer: Once a week.
Interview Question 17: What consequences are there if your evaluation is not favorable?
Answer: A probationary teacher can be fired.
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?
Answer: Learning days or in service days
Interview Question 19: What surprised you most about teaching as a profession?
Answer: The extra work involved (lesson plans and preparing).

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 the teacher and any male student, add a tally mark. Do the same when
teacher interaction is between the teacher and any female student. Record your tally marks in
chart form, and then summarize your findings in one paragraph.

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*Summarize your Classroom Interactions data from above:

On one occasion the class met in the library to work on an upcoming presentation about the Cold
War. The presentation required the students to produce an alphabetical list of important events, people,
or places associated with the Cold War. During this period the students spent their time gathering
information on the libraries computers and asking the cooperating teacher questions. In my opinion, the
teacher did a good job of evenly dispersing his time throughout the class. He was continually moving
from one student to the next. If a student did not have their hand up the teacher would stop at their
station and make sure they were on task. There were eleven male students and twelve female students
for a total of twenty-three students in the class period. The male students had their hands up more often
than the female students, this may be why there were more teacher to male student interactions even
though there was a slightly higher amount of female students.

ASSIGNMENT SEVEN (Administrator Interview): The prewritten student created

questions are mandatory for credit, and the Principal/Assistant Principal/Dean interview
is optional but strongly encouraged ONLY IF IT CAN BE ARRANGED. After composing
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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 came up with. This could be the most valuable part of your
experience if you can shed light upon what administrators are looking for, from their future
applicants. (example Open Ended question: What are the most important qualities you look for
in a newly hired teacher?)

CSN Student Created Open Ended Question # 1 for Administrator:

In your experiences, do teachers and school administrators usually see eye to eye or are there
many conflicts between them?
Answer: There are some conflicts with pacing.
CSN Student Created Open Ended Question # 2 for Administrator:
Is there value in a new teacher who has real world experience from a previous career and if so
what would it be?
Answer: The personal stories and experiences are better than theoretical examples.
CSN Student Created Open Ended Question # 3 for Administrator:
What do you think the disadvantages are for a new teacher who has transitioned into teaching
from a previous career later in life?
Answer: The education field is very different from most other careers.
CSN Student Created Open Ended Question # 4 for Administrator:
What is the worst incident you have ever dealt with evolving a teacher and a student?
Answer: A student physically assaulted a teacher and the teacher ended up resigning.
CSN Student Created Open Ended Question # 5 for Administrator:
What is the main reason you moved from teaching and into an administrative role?
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Answer: To work more with teachers to help students more.

Mark Niewirski / Department Chair____

Interviewed school administrators name/title:

ASSIGNMENT EIGHT (Specialist Classroom Observations): Remember some schools do not

have these programs, so this assignment will be optional for some. Specialist classroom visits are strongly
encouraged ONLY IF THEY CAN BE ARRANGED. Make sure you get permission from your cooperating
teacher, as well as the lead teacher in the specialist, GATE/AP, or special education room.

A) Ask permission from your cooperating teacher to accompany the students and
observe one or more of the specialist classes (Art, Music, Library, Humanities, PE) they
attend, or a different middle/high school subject the same students attend within your
cooperating teachers grade level team.
The cooperating teacher was unable to arrange an observation of a specialized class for me.
1. Do the students participate or behave differently in these classes in comparison to
their regular academic/cooperating teachers class?
2. Does any student seem to have a particular talent? Describe.
3. What is the curriculum like in comparison to the regular education(cooperating
teachers) class?
4. Describe the specialist teachers instructional style.
5. What different strategies do you notice this teacher using that are successful?
6. What are the challenges the specialist teacher has to deal with?
7. How are student needs being met?
B) Ask your cooperating teacher if you may observe part of the time in the GATE (Gifted
and Talented classroom, or another classroom that is considered Advanced Placement)
Remember some schools do not have these programs, so this assignment for some will be optional. Specialist classroom
visits are strongly encouraged IF THEY CAN BE ARRANGED.

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

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The AP U.S. history class I observed consisted of seven highly competitive students. These
students were not at school to do their best like most of the students in the regular class, they
were there to dominate and striving to be the best. The AP students were similar to superior
athletes who work hard in an attempt to perfect their craft.
2. What is the curriculum like in comparison to the regular education class?
The curriculum in the AP class consisted of the same topics as the regular class, but the AP
topics were more in-depth, in order to challenge the advanced students.
3. Describe the GATE/AP teachers instructional style.
The AP teacher allowed the student to choose how the lessons would unfold. The teacher
was not concerned with the possibility that the students would take it easy on themselves.
4. Would you rather be in this class or the regular education class? Why?
Personally, if I was going to start my teaching career tomorrow, I would rather teach a regular
class. Honestly, the AP students were a bit intimidating. I was impressed with the amount of
drive and knowledge they possessed. However, with the proper experience I could see
myself accepting the challenges of an AP class.
5. How are student needs being met?
The AP students I observed were extremely self-driven. In my opinion, the students were
taking on the responsibility of making sure their needs were met by constantly challenging
themselves.
C) Ask your teacher for permission to visit the rooms of any specialized programs at the
school: Special Education, SEC (Severely Emotionally Challenged), Autism room,
Deaf/Hard of Hearing rooms, etc. Remember some schools do not have these programs, so this assignment
for some will be optional. Specialist classroom visits are strongly encouraged IF THEY CAN BE ARRANGED. 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.

The cooperating teacher was unable to arrange an observation of a special education class for
me.

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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3. Describe the SPED teachers instructional style.
4. What are the challenges these students possess?
5. How are student needs being met?

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

assigned regular classroom during an extended period of direct instruction. Summarize what
the student did during the observation, making sure to document ALL behavior. Detail what
was going on in the environment, and what you observed the student doing while the lesson
was being given.
1. Please summarize the setting, the lesson that was given, if the student was on task and
engaged in the lesson, and what you uncovered about putting yourself in a lesson from the
students point of view.

During my field observation I was fortunate enough to witness a new student transferring form
out of state join the class. The student had recently moved to the Las Vegas Valley from Utah where he
had been home schooled. Having transferred from one school to another myself, this student was
appealing to me and he was the perfect candidate to observe in my mind.
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When the student entered the classroom he presented his transfer paperwork to the cooperating
teacher. The teacher welcomed the student and asked him to take a seat, adding that he did not have
high expectations of him for the day, since the class was about to take a map quiz on the Cold War. As
the student took his seat a few of his classmates were staring at him and sizing him up like high school
kids sometimes do. Other students were more welcoming and introduced themselves to their new
classmate. The student accepted the introductions and the class began.
The teacher allowed the students to form groups of three to take their Cold War map quiz. When
the teacher came to the group that the new student was in he told him to do his best to help the group.
The other two students in the group were able to answer most of the question correctly; however, when
they got to the country know during the Cold War as the Soviet Union, the wrote in Russia. The new
student noticed that the answer was incorrect and he let his group know that the right answer was the
Soviet Union or U.S.S.R. I noticed that the cooperating teacher was impressed with the new students
knowledge of the subject. The most missed concept of the quiz was differentiating from what we know
now as Russia and the Cold War accuracy of the Soviet Union.
The new student impressed his teacher, myself, and some of his new classmates. Hopefully, the
student will make new friends and make an impression on the school, he seemed like a good kid. Unlike
myself, when I transferred to a new school there was not a lot of communicating at first, I was shy.
Where this student was not shy and full of confidence.

ASSIGNMENT TEN (Summary):

Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.

My field observation was a valuable experience. There is no substitution for the real thing.
While observing a real classroom I was able to see first-hand how teachers and students interact with
one another. In most careers one does not get the opportunity to observe the field in advance to see if
its what they really want to do in life.

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The first day of my field observation, while driving to the school was an exciting time for me.
Honestly, the idea of returning to high school was a bit nerve racking, but once I arrived the nerves
slowly dwindled. The school secretary and other office staff welcomed me, making every effort to make
me feel at home. My cooperating teacher meet me in the office and escorted me to his classroom where
we discussed and organized how we would approach my observation so that I could get the most out of
the experience. The school staff was very helpful and seemed to be interested in my success for the
observation.
As the students filed in for the first class I observed there were students from all walks of life.
The students were not the same, they were a very diverse group. There were Caucasian students and
Hispanic students and African American students and Asian students in the class. There were students
eager to learn and students that seemed to be there to just go through the motions. All of the students
seemed to get along with each other; however, they did settle down into their own sub-cultures of school
life. For example, the athletes sat with other athletes and band members were sitting with other band
members. Unlike when I was in high school there were no isolated students. I realize this was only one
class, but maybe school life has evolved and is more excepting for all students.
On my second day of observation the class met in the library to work on their Cold War
presentations. It was important to see how students learn and act outside of their normal classroom
environment. Most of the students seemed relieved to break the routine of being in their normal class.
For example, some students started acting out and forgetting they were in the library. The teacher notice
the students behavior and promptly reminded them to act accordingly. It was good for students to get
away from their normal routines. During the class they were productive and engaged.
The students presented their Cold War presentation on my third visit to the class. I was
pleasantly surprised at how well the students performed. Getting up in front of the class can be a
terrifying experience for some people, especially high school students. Most of the presentations were
well thought-out and prepared for. In general, the students spoke clearly and they made sense. Too
many times in the past I have heard people state that high school kids these days are not learning
anything. The class presentations proved to me that there is hope and these kids are learning.
My last day of observation was full of new experiences. Mainly, I was fortunate enough to sit in
on an AP class and I was able to interview my cooperating teacher. During the AP class I was able to see
how gifted student are taught. The AP students approached their education with extreme seriousness and
never settling for anything but the best. Interviewing the cooperating teacher passed down some
important knowledge that will come in handy when I begin my career. Hearing how schools really work
from an actual teacher who enjoyed his job was a special experience.

-----------------------------------------------------------------------------------------------------------Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student
must submit their completed Field Observation Activities Packet to their CSN Instructor for
grading, AND turn in their validated Field Observation Time Log and Field Observation
Student Evaluation sheets. The CCSD cooperating teacher must also email the students
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CSN Education Department, Field Observation Activities

Packet
CSN Instructor before the final exam date. The instructors email can be found on the first
page of this packet. (pass/fail for the student)
Remember to save this completed packet in digital form, or as a hard copy for your
Education Capstone Course, (EDU 299)

CSN Education Department, Las Vegas, Nevada 2013

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