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: _______________________

CCSD School: ______________________ Cooperating Teacher:__________________

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 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 learn-
ing 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.

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 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.
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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.

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.

Observation 3: What are the posted class rules in the room? (exactly as written)

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

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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.

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Classroom Layout Question 1: Describe the work flow of the room. Is the space
used efficiently?

Classroom Layout Question 2: In your opinion, how can the physical arrangement
of the room be improved?

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?

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?

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

individual?

Instruction Question 3: How would you describe your cooperating teachers

teaching style?

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

so, give examples.

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

Instruction Question 6: Are there any students isolated from the rest of the class
for any reason? Why?

Instruction Question 7: Is instructional time managed efficiently?

Instruction Question 8: How does the cooperating teacher handle transitions from
one subject or period to another, and are these transitions effective?

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

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

Instruction Question 11: Are there any procedures in place that help or hinder
instructional time?

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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.

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.

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.

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.

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

computer center, halls, lunchroom, gym and other areas of the school.

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.

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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?

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?

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.

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.

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

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

cohesiveness, distribution of power, tone, frequency and reinforcements.

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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?

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 students 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?

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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?

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?

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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 Teacher Exchange Directed to Girls

Classroom Interactions Summary:

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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

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CSN Student Created Question # 2 for Administrator

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CSN Student Created Question # 5 for Administrator

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Administrator Name/Title: _______________________________________________

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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?

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

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

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 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.

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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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.

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Summarize and reflect upon your entire 20 hour Field Observation Placement

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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)
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CSN Education Department - Room 2025/ Mail Stop S2A
3200 East Cheyenne Ave
North Las Vegas, NV 89030
651- 4400

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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.

CSN Instructor: ______________________________________

Course # and title: ______________________________________

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

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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.

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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).

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 CSN Education Department, Field Observation Packet
EDU 201/202/203 - FIELD OBSERVATION TIME LOG

CSN Student: ______________________________________________________

CSN Instructor: ____________________________________________________

CCSD School Assignment: ___________________________________________

CCSD Cooperating Teacher: __________________________________________

Grade/Department Assigned: _________________________________________

Principal: _____________________________________________________

School Phone & Fax ________________________________________________

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

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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.

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. ________

B. Reliability (punctual, follow through with directions) ________

C. Communicates effectively with the cooperating teacher and staff. ________

D. Demonstrates manners, graciousness. ________

E. Reflects upon observation (notes,etc.) ________

2. Personal Qualities:

A. Demonstrates enthusiasm and curiosity ________

B. Uses appropriate voice/tone. ________

C. Contributes a positive attitude to the classroom. ________

D. Demonstrates initiative ________

3. Connecting with the students:

A. Uses appropriate language/questioning ________

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

C. Models respectful behavior ________

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

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Cooperating Teacher Comments:

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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)

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CSN Education Department - Room 2025/ Mail Stop S2A
3200 East Cheyenne Ave
North Las Vegas, NV 89030
651- 4400

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