CSN Education Department, Field Observation Activities Packet teN 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: Aage\ Gulrerre2 Sn Course: - 203. Professor: > \esy\\nuc Professor's email: catock.loytham @esn ey CCSD Schoo! Callear of Cooperating Teacher: Srauk\a Southern Nevada, 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. BEFORE ARRIVING ON THE FIRST DAY... © CSN Education Department, Las Vegas, Nevada 2013 1CSN Education Department, Field Observation Activities Packet 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://cesd.ne/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 ooking 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 Teacher's 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. FEST EXCESS! Arter arrival, take a seat ina 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. . . Faint srar Cars FREmned. Fre Qahy cv IrONMent, Organirect! PFErENb MCN NS RRA ELLEN TERNES. *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. Aber 3S Sudors, 5.4 ratio Le Gudenrs Guls made vg Jorrtger Aemoageperc , AUWLONROKEY Cassy BOON SORES Ws @hnic % BRA Soubsars are MAD EMbey WW alo ukS BRAC SUAdoAS MAIS Ag, Observation 3: What are the posted class rules in the room? (exactly as writen) YT Sac © Ne RSS SAME OBES CL SPORE ma eQCMET CKPE CEG y CSS BEY OE TE BSc” Neenonque Y imoving Sa" te ain Ceus t abben\ion, ‘Observation 4: Does the teacher enforce the rules? Are rewards or consequences being . used for compliance or noncompliance? ~[es. We sees oF Cass as Wxle Doesnt PON omega OM SECK USGL As ecsoma. Plovtle Sor Ws Las chine pewerd - One sare Ged Wa Sobers ott ATI Carl + & \ gay eR ey Nex fo ves @ awd © suiack ycere CSS CE accurate overhead view, labeled drawing, of your assigned classroom before answering the questions below. © CSN Education Department, Las Vegas, Nevada 2013 2Education Department, Field Observation Activities Packet Dorel iy | | | [ ” A ion 77 wa \ | Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? Jes, Layerd alleen warble Comat Staderas fe see Mig leqnovia & hou. MM desies GeMkoneS oH Ory YE MENVENET Coma Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved? 1 sin Sx set AS WS Syed alors yoo Gor mevema, Rey aies, Classceern is pace d au Jack of wea e YOyreee eR ASS BES i, He SUS eM ON RRO ress Classroom Layout Question 3: In your opinion, are there any concerts regarding safety during a normal school day or during the possibility of fire, shelter in place, or lock-down? Ne, MEE NS PrERET PAG went of Mre rXbingaoner |Z euiks W Case of o agntan Fo OALOLe Carer C5ERRE, WA MESme A ML eeoraceN SS os en BN Te evs Weagoe Bde Vp PURER lode Ul Hy yeveew eee FSSA Observe any instructional time in your assigned <3 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? Aye Was ferst gree ¥ Second Rug schedules on the beard Bees RSF Instruction Question 2: Is instruction done in ‘small groups, centers, whole groups, individual? go styles)? If so, give examples. ales Gere Va Qvasercat chess UPL AEs, se wey SSNS MOVIES *instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please explain. Y2>. We USES HOe MEG Feclumave { Sradonts CON BE SEE] QS Engaged ond ready Fe answer Bo SORES Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? Wo! AIL Skudents are Seeded at A QAP Lalole Instruction Question 7: Is instructional time managed efficiently? Please explain Y€S'. \\e Vag 2 PCE Schedles arr He Write board thal awessPecifred timer Instruction Question 8: How does the cooperating teacher handle transitions from one S subject or period to another, and are these transitions effective? Yes! we SPeNAS SERAL YC Rama er €acvy LE SSavy WOK Vroeed WC RADE ANS dan BOT DAL FSREAMATAG Hee, JESSEN WS AUP SOE NA Hage ee ORE Instruction Question 9: List ways that the teacher attempts any “attention getting” We, om commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they? _ “hands en bean! $e SES OOOTLEN & FOCUS OV FAME CY \Wrcally Ro eS *instruction Question 10: What specific Dehavior issues does the teacher have to deal with? How does the teacher deal with these behavior issues? Be specific. Samet nes Yo. ENKS LAWN SOCOM. DUNIGUA FO SKUNKS lout Ne Wail AKER, Sak cerkvort COMMEND NO LASS As CIEE WE dant Nee Instruction Question 11: Are there any policies or procedures in place that heip’or hinder +o sine instructional time? If so, explain them and how they help or hinder use of instructional time. berry Ne s he Nas aA teach - ask Qvreskons Le cun vague ep What dave iS Structure in Ree classroom | Sardanks are aware of expeckahons ¥ Are class lessons art Sruckurta to Are wkend Shreve Shadents are veady te \eaxrn- 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 schoo! for its educational culture, place of leaming, sense of safety, invitation for leaming, promotion of self-actualization, development of values and socialization. CSN Education Department, Las Vegas, Nevada 2013, 4CSN Education Department, Field Observation Activities Packet 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 schoo! property: bulng. grounds, feneing, equipment, landscaping, res, parking lot, crosswalks, gates, signs and symbols. he school Seems S Walfh is Our Landscabe S lloras Grae ls amine mans Nas5 s a oar Cut 2. Next, Study the interior of the School: halls, floor covetings, lighting, doors, windows, hall «> =ra colors and decorations and entrance secuily Tre. Yes Haws BUA GEsioSMe NL Or see ewe Soe COO, OF PONENTS) ACEOMENSINRENLS Culture of the Sas Rad, ston ale'Sbsele fo deterhine the climate, values, and Bimasphere within the school. cab S. Identity the schoot's mission statement, motto, and mascot. Hal Smith E bewrenres SHAW cre dye ide vevetan sell eked, ALG OY 2. Analyze staff and visitor interactions in’thié main olfice: Note student and faculty interactions in other areas of the school. St oC F 1 LVVEMIALY, Nistdor s Wash SIGN 1) Wefore erdser ihe classes | 3. Look at the formal practices: school day schedule; ages of students; calendar of events; size of school; grouping of students. wee is 4 (rsh PVE F Uno EreP Sched le 4. Observe student to student interactions, inside and outside the building. Observe where students gather to socialize — lunchroom, halls, playground, eto. “KASS Core Seg MW SERS AGMS SSAA Hynes 5. Explain how the school is organized - by grades, departments or not. Are hallways/classroom labeled? “Sc wo WS er KOM TAS OSS STL Lemel 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. PSST SETS Su ENV CONMAR AR SHACNEES OU foe Wn Agent aie he BES AGGIE pease ences Ze hy ©. Culture of the Classroom: Each classroom has its own Guliuré and way of lite. *1. Look for teacher(s) expectations for learning and success, interactions with students, and his/her personality. yke, S VEYS WCE GLLOWS Seadonts Ao OX PIT SS newse yes, hers very excited bk humble ou carte cl as Students enyoy Y wespect Wis classroovy | Valuate the level of student participation in the class. Who participates? Who does not? Hr. sem Calls ov his Skudunks 40 answer Preblems fe Mpa d: ke Was LOW eleke PAVACIPATEA WMWIS Classoer '3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power, tone, fre luency and reinforcements. \+< doesrt+ over tee NAS POWER OS PANG WWNS re re Koe ps tie Teper door Polveu, ALS AUDENLS Ane COMER ELIE contains, PSMA SEMPRA] Complete the questions below by |" in interviewing your cooperating teacher during a convenient time. Include any schoo! documents. ».;\ that your cooperating teacher will allow you to photocopy for your packet. he Fells Shun 5 Very Interview Question 1: What was the primary reason you became a teacher? aw i ke ai © CSN Education Department, Las Vegas, Nevada 2013 the 4 ur “4 thew syicess $ © Ay be havlow ea ovCSN Education Department, ield Observation Activities Packet Interview Question 2: What is the main challenge(s) you face as a teacher? Interview Question 3: What is the best part(s) of being a teacher? Interview Question 4: How do you determine where students sit in class? Interview Question 5: How do you determine the members of any flexible groups? Interview Question 6: Beyond standardized testing, what assessments do you use regularly? Interview Question 7: What requirements are placed on you for reporting progress to parents? Interview Question 8: How often do you interact with a student's parents in person? Interview Question 9: What type of discussions do you typically have with parents? Interview Question 10: How much grading do you complete on a daily/weekly basis? Interview Question 11: How long does it take to prepare lessons for the day/week? *Interview Question 12: What procedures or strategies do you use to maximize instructional time? HE MSCS Wis PrER SCAALIES Ho Stay or SOK enka meberia lf obyati *interview Question 13: What positive reinforcement programs have you had success with? “interview Question 14: What behavioral consequences seem most effective with this age group? Interview Question 15: How are specialist teachers involved in the instructional planning process? Interview Question 16: How often are you evaluated, and what measurement tool(s) is used by the administration for determining your own performance? Interview Question 17: What consequences are there if your evaluation is not favorable? 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? Interview Question 19: What surprised you most about teaching as a profession? IASSIGNMENT SIX (Classroom Interactions) 1g Boys vs. Teacher Exchange Directed to Girls. © CSN Education Department, Las Vegas, Nevada 2013 6CSN Education Department, Field Observation Activities Packet 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. Teacher Exchange Directed to Boys _| Teacher Exchange Directed to Girls VA yy *Summarize your Classroom Interactions data from above: vy Seth is vers wvelved wnt all Students - You can teil ag does pot Yove Faas Faro. s » ws Favor tos Wis ss eee Uo uses Wie ¢ » eck Se Dahon “te come s ta discipline We ne ays Y = OSS AS G no Vx 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 your own five open-ended questions, do your best to arrange a 15 minute interview with the PrincipaVAssistant 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 ‘© CSN Education Department, Las Vegas, Nevada 2013 7CSN Education Department, Field Observation Activities Packet ‘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: CSN Student Created Open Ended Question # 2 for Administrator: CSN Student Created Open Ended Question # 3 for Administrator: CSN Student Created Open Ended Question # 4 for Administrator: CSN Student Created Open Ended Question # 5 for Administrator: Interviewed school administrator's namefiit CESSES eee ee OES e OER’ 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, mpany the students and observe one or more of the specialist classes (Art, Music} Library, Humanities, PE) they © CSN Education Department, Las Vegas, Nevada 2013 8CSN Education Department, Field Observation Activities Packet attend, or a different middle/high school subject the same students attend within your cooperating teacher's grade level team. 1. Do the students participate or behave differently in these classes in comparison to their regular academic/cooperating teacher's class? jwo WA ACS Se So 2. Does any student seem to have a particular talent? Describe. A\\ o¢ {We Above Ss 3. What is the curriculum like in comparison to the regular education(cooperating o*< »wws\c«\! teacher's) class? Hore Studant inickverraaks Uses & Ufrme stoped Wa red 4, Describe the specialist teacher's instructional style. audeuct \nyo\wed “OF Ons, 5. What different strategies do you notice this teacher using that are successful? “« Uses ox 6. What are the challenges the specialist teacher has to deal with?, ya.) wren 7. How are student needs, being met? a SS Seaport. S\Sirem. . My Phowe nares age -excined FOr Songs Pass ave Obbe te onkhy Yo sones se he Waste catin Veen 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... same schools do not have these programs, so this assignment for some willbe optional. Uy Specialist classroom visits are strongly encouraged IF THEY CAN BE ARRANGED. Yell ded 4. Do you notice any social and academic differences between the kids in this class and“ Y in the regular education classes? 2. What is the curriculum like in comparison to the regular education class? 3. Describe the GATEJAP teacher's 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 at the school: Special Education, SEC (Severely Emotionally Challenged), Autism room, Deat/Hard of Hearing rooms, ete. Remorve:.. soe schools do not have these programs, s0 this assignment ‘or same wil be optional Specialist classroom visits are strongly encouraged IF THEY CAN BE ARRANGED. Maintain your professionalism ata mes. Do not wnt a student's name down when you are writin observation notes. Mainiain the student's right to privacy by referring toa student as Student #1, Student #2 ote . was not ae to Athena bus he mennoned hos me ‘|. Do you notice any social and academic differences between the kids in this blass and in the regular education classes? SB DwAwwHES Yn 2. What is the curriculum like in comparison to the regular education class? 3. Describe the SPED teacher's instructional style. TES seh 4. What are the challenges these students possess? 5. How are student needs being met? - Tre vy OF WN C Discretely observe one student in yourC; c 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. \reovr ‘©CSN Education Department, Las Vegas, Nevada 2013 9CSN Education Department, Field Observation Activities Packet 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 student's point of view. Dosving Woda Leese evn WoL A ASK He Site fox 2 ‘ at aslo ques estians auid § 4 S conti det ¥ As OO =a Ws, Mr=gmiw sh kent Ae, SEAS Se student eye od tp eX ea Ued oo reads S Vwe ¥Rae essovic an bu Hy ah oEine Jour Suats Ors 2 Tae oe we wre oe eee Nikole MA ger of XOC wo Me s SES, SS c One y c Ci e Wen Wyss So AS AS CON YORIc ~ DUNG, VeSeo NO AS E DOOD He " On Nery com woacck yo Can Ovo es OQ PAGS ade ¢ Awd DONCE Su Ce a4 CY lac ee wo < VSO FOr NOAA QOANTE ee ve aoe PAD ADE ACES ONOUS a oe c AC ORTON WCAC —— Ac A \2 SSO Sls at woVwe WED PAV Ne Can We Seer \ WE\t= — eS CIEE SAA OAC 2 VW “6 C Mane oer EEC Wc PO 20 oa Asc VEN |ASSIGNMENT TEN (Summary); Thoroughly summarize and tefiect upon your entire 10 hour Field Obgeryation Placement. Du ric ce © DOSEN OL OV XT \e EN E ww Me AQ sas CN OSS OEM enen tees ae Se CAC NOES A SEE IONE © CSN Education Department, Las Vegas, Nevada 2013CSN Education Department, Field Observation Activities Packet oc eve\ SX ov -*’o Leach hecause FS nk S am ecessed A See "kv e\ ok S ce Bn 5 eC ne \e ar Ne ANE de MGACOONCS Ce ates AA FO Ad “AWE Amsco Se. Wwe COS Or On! Ev ve A +O Z 2 Wed ACE reEAL VERN NO, XCOMMGUAE= a OP AWA ASS COON GLA A SOF OS, SEAS SS con xO ‘A Aas oN (aWarate? ce be Wao" CW a We ce ae Wee bs Ot 2 ve LOC ase Benovinr & * dyrike ey Sree eck Lea Spex . wO _ TN = AE clas sydocan Sack. ensuce Baal ee QOSAoNGke WECASLE SSS TR tn Sami ig tone AGSarte v Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student 9e (.4.G¢ must submit their completed Field Observation Activities Packet to their CSN Instructor for ha % grading, AND tur in their validated “Field Observation Time Log” and “Fi Observation Pea Sse Student Evaluation” sheets. The CCSD cooperating teacher must also email the student's. ‘eo : CSN Instructor before the final exam date. The instructor's email can be found on the first k At page of this packet. (pass/fail for the student) OC Inc 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, 1"nterview Question 1: What was the primary reason you-became a teacher? My wife and | became teachers at the same time in order to spend more time with each other and our kids. Interview Question 2: What is the main challenge(s) you face as a teacher? The main challenge is finding materials to teach and assess our standards. The CCSS has been a challenge because the schools and teachers have to come up with everything to teach it. Interview Question 3: What is the best part(s) of being a teacher? Making a difference and seeing the looks on their faces when they “get it’ Interview Question 4: How do you determine where students sit in class? | group them by academic ability. They are leveled into 4 categories. One of each sit next to each other making sure the academic difference is not so great to create anxiety when working together. Interview Question 5: How do you determine the members of any flexible groups? ‘At Hal Smith ES we use several different formative assessments to determine groups. Interview Question 6: Beyond standardized testing, what assessments do you use regularly? Pretests which include content vocabulary as well as formative quizzing. This can be formal or informal. Interview Question 7: What requirements are placed on you for reporting progress to parents? We are required to hold 2 parent/teacher conferences. We are also required to keep contact logs for both academic and behavioral issues. Progress reports are also sent out every 3 weeks. Interview Question 8: How often do you interact with a student's parents in person?It varies widely. Some weeks | willbe in contact with nobody while others | might meet or talk with 3-10. Interview Question 9: What type of discussions do you typically have with parents? Usually things that the parents can do at home to help in the education process. This could be educational games or just asking them about the book they read Interview Question 10: How much grading do you complete on a daily/weekly basis? ALOTII!! Between 2-4 things in each academic area taught that week. Interview Question 1 How long does it take to prepare lessons for the day/week? Writing the lessons takes about an hour or two. Getting the materials ready can take more than that most of the time. Interview Question 12: ‘What procedures or strategies do you use to maximize instructional time? ‘Transitional cues and team points. Interview Question 1. What positive reinforcement programs have you had success with? ‘The best strategy (Not a Program) is to call out well behaved students near a student who is not behaving. This reinforcement usually (Not Always) gets the desired result. Interview Question 1 What behavioral consequences seem most effective with this age group? | don't like consequencesthat much. | prefer to sit down and talk with the student one on ‘one with respect and a calm voice and demeanor. This works well for me. However, when it moves beyond that, I have the student (Not Me) call home and tell their parent what has happened. This works very well as a last resort. Interview Question 15: How are specialist teachers involved in the instructional planning process?They are not involved in the academic planning here. Interview Question 16: How often are you evaluated, and what measurement tool(s) is used by the administration for determining your own performance? ‘Twice a year using the NEPF framework. Interview Question 17: What consequences are there if your evaluation is not favorable? Conference, switched grade levels are just a couple. Beyond that, CCSD keeps changing it. Interview Question 18: What types of support do you receive instructionally, financially or professionally from the school, parent organization or schoo! district to enhance instruction? The support | receive instructionally and professionally comes in the form of observational feedback and Professional Development training during the year. Financially, there is none at this time.