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    Observation 201

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    Be CSN Education Department, Field Observation Packet DGD 880. Greetings Future Educator, One of the mast 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: Alisha Larsen Professor: Steven Soladiae csp School:_Co2 ine Cooperating Teacher: _ Pore Kana © CSN Education Department, Las Vegas, Nevada 2010 1 Gs N Education Department, Field Observation Packet BEFORE ARRIVING ON THE FIRST DAY... 41. Contact your assigned schoo! by telephone and ask the office manager, or other contact person, for the best day/ime to come and meet your assigned cooperating teacher. ‘School phone numbers, locations and other information can be found on the CCSD web site at httpJ//cesd.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, spandexilycra 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 shail 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 2 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 indetall: The Classroom seems Son, there ave student Proyects on ait of the walls. There ave book proyects, and letters Ww Ahe principal 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 tonate. Tye, class Vs mode vp of \T gels and \3 boys. Ralf of Yhe Students ace Wispanic, ahen thece ace 7 AF rican Americans , 4 Cavcusiens ,and two Asian. There is one ELL student and two special € € srodeats, One 15 oly infor an houc and the other leaves > a9 heur, Observation 3: What are the posted class rules in the room? (exactly as written) Come in teady te learn Respect othes and their werk Listen 49 all diet Hoot before Starting Use your Hime wisely, Aways do yourbest work Listen wien overs ace ‘eleing Store class supplies Everybody cleans up Stay in your QrouP Syne your the best class Observation 4: Does the teacher enforce the rules? Are rewards or consequences being used for compliance or noncompliance? “Tne ‘eacher enforces the Toles Ceaplerly. The students ace rewarded for bringing, Aheic Riders beck om Thursdays with a parent + Signatuce © CSN Education Department, Las Vegas, Nevada 2010 3 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. =o a Bele CT (frebiel [| tebe Ki © CSN Education Department, Las Vegas, Nevada 2010 eld Observation Packet CSN — Education Department, Classroom Layout Question 1: Describe the work flow of fe room. Is the space used efficiently? xine Snot he space Covld be oranized G \ittle better, The teacher did savy that she just added hot Sx Stedents to whe Class afer onother teacher \eGx. “There is also a lot of Storage that needed Ao oe Fir iA Ahe classroom So there Ore Not Many options Foc he ConSioucativa Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved? T fee\ \ike there could be aloetier Llow VF The desks were posiaioned the same dicections. She did Nave 40 rearconey everyting, to fit in On extra Fable. \n he room: Classroom Layout Question 3: In your opinion, are there any concerns regarding safety during a normal schoo! day or during the possibility of fire, shelter in place, or lock-down? —T do not Abink here are any Concerns Ceoaeding Safety of Ane Students. There is Plenty Of Coon between ¥he desks if needing to leave. 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? 4.05- \o.00 — Specialty closs V0 - 3:00 -# Reading, loos = 10 Math WWAO = 4S ae Writing WAS = 12:20 - Science /Secial Studies \U.20- 255 lunch Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? Vine \nsecuction Sime is Spt up between ai types, There 1s Small and whole groups ond mdWidual me spent doing, Werk sheets . Instruction Question 3: How would you describe your cooperating teacher's teaching style? She is very interactive with lors of questioning Bicecked Yo Nhe Students: This keeps The Students focused © 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. The preyect thax She assigned for Science meee porated man Biiterent Styles. There was the typicel fescarch AN the Wweteenes lux thea could choose Ao write i+ UP Wn dikferent Rennads, 3 Instruction Question 5: Do the students seem engaged in the lessons) that are being presented? The students did Appar rw ve Encpegd \n Completing Yee work. There wece a lor oF Work Sheets used in the classroom for the Work 45 We turned iA Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? T do nor see any students ema isolated For amu reason. There is one student that she makes suce 4o Place on the Ovter edoes of the Coom to allow him ve move more without dicvphina the other students due to his ADHD. Instruction Question 7: s instructional time managed efficiently? There is a lox coup werk done while the teacher is not up Frear westeveting neve was a Shock review before letting the Srudents work seqetbc 4e do Some \eorming with ex@ecises. Instruction Question 8: How does the cooperating teacher handle transitions from ‘one subject or period to another, and are these transitions effective? The students ce advised to Por away Ahe previous Subjects Items and verrieve the items that will be used for the next subject Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown, Light flicker, Heads on Desk) The teacher Uses @ Countdown starting oF Five 19 get thei attention and quiet them dows Instruction Question 10: What specific behavior issues does the teacher have to deal with? Tnere \s @ \ox of Aa\kina Shak apes On between the Students. Instruction Question 11: Are there any procedures in place that help or hinder instructional time? I AWimk Ahoy Yhe Aime spert Wadia Werweer Classes Sor Yilleres Subjects Could be Used Sor more Instruction time. ‘© CSN Education Deparment, Las Vegas, Nevada 2010 6 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. 4. Consider the school property to include: building, grounds, fencing, equipment, grass, flowers, landscaping, trees, parking lot, crosswalks, gates, signs and symbols. “Tne schoo\ ogounds de nok have O lot OF ams and decorations. This is Prodoololg to Make a low maintenance. 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. “Tnere ace Aecororvons and werk atl over the Yallway. TA Seems veru inviting yo Are Students. The schood asc appears 4o have & suger hero Teme Clapt now ond here are large drawings of super hecos in the aN, B. Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere within the school. 1. Identify the school's mission statement, motto, and mascot. “he mission Sodement: Whe Siverse Cikizens OF Ane SAeve Corine Elementary Schas\ Community Pledag OUT Commiment 40 Estertish predvetive, lieluay Vearners, theesn inclusive Prachce: IN & Cooperative environment Mascots cl\ynber 2. Analyze siatisttident\isitor interactions in the main office, the library, computer center, halls, lunchroom, gym and other areas of the school. FTinis Agpeacs 40 be AA IAvitinn Schoo. The Wtecaction s werweea the Stake in the Seont Office WAS Nok Clways the gneve pleasent 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. Studenrs ave ayouged by class when they Q0 te lunch ‘© CSN Education Department, Las Vegas, Nevada 2010 7 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? Tne students Xeavel Nncoryhe she ollwoys ie lines. There 13 limited teleing allowed in he hallway, Ovrside on the play around the Students ater Ye ploy ond Socialize 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? The ovodes ace some what ouped TPgether bur nex Compterely, The sth oyade class I am Observing \s Ww ged with \% oyaders and special Ed classes 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. Trey have on act club, Cheic and ensemble for onidcen Je Packieipate in theough ou the School day. 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. Sie Comes QALCress Very Stern bur also shows that she caves, The Students sore nec Secious when she Says Something, 2. Evaluate the level of student participation in the class. While Teading pager a5 @ Class different stederts Wee called Bq by Arawing > Popsicle sHek wish thee Names om it, They would read a paragraph betoce A New Teader was called on, 3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power, tone, frequency and reinforcements. The teacher is in chacae, ond has Yhe cespect oF th Students. She speas Calmty te the Students at alll Fimes, . © CSN Education Department, Las Vegas, Nevada 2010 a 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? Wanted to be a +teack perter at heabding kicls then he to be Interview Question 2: What is the main challenge(s) you face as a teacher? eo) om Awe of everuth when \aree Interview Question 4: How do you determine where students sitin class? Seni catenes Wrianilon) vel together ts ae 2 ay ew Question 5: How do you determine the members of any flexible groups? be Interview Question 6: Beyond standardizéd testing, what assessments do you use regularly? wee\y Akey use Avr ead 4 Avacle arowty of Interview Question 7: What requlremerts af are placed on you for reporting progress to parents? sed OM previnns cies ord weanly om Wed Prec x depends 0 Interview Question 8: What type of discussions do you oF Nerene Interview Question 10: How much grading do you complete on a daily/weekly basis? 4 ere conde een vere © CSN Education Department, Las Vegas, Nevada 2010 9 CSN Education Department, Field Observation Packet Interview Question 11: How long does it take to prepare lessons for the daylweek? Toes er Lo minokes fo Qrepare a weeks werth of Wires aes: Mena fe tere sg Interview Question 12: What procedures or strategies do you use to maximize instructional time? “Tijs ss need ve S Mans brea \ e time where they vill Have than sted ue if they hove on amen, get the movement ov Interview Question 13: What positive reinforcement programs have you had success with? Condo a\ways works. the ee em eas pier ee en ee once month ua the teacher con cecieve He Cott st Interview Question 14: What behavioral consequences seem most effective with this age grOUP? —Tavcnn als jreme will work our doesn't On of bice ceferce\ .Theee incidents Cegor emehic Cefercal Interview Question 15: How are specialist teachers involved in the instructional planning process? Vo \nvolved WO Nhe class Couns less Interview Question 16: How often are you evaluated, and what measurement tool(s) is used by the administration for determining your own performance? Jeasenel Retwecle Vos Stucted . Princip ee 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? PTA scies Ae Sind a way te get thiogy the Interview Question 19: What surprised you most about teaching as a profession? fows mone, parents — don'+ x \nvolved ever when the srudens 15 Rab © CSN Education Department, Las Vegas, Nevada 2010 10 CSN Education Department, ASSIGNMENT SIX (Classroom Interaction: 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. Id Observation Packet Teacher Exchange Directed to Boys Teacher Exchange Directed to Girls any WAT © CSN Education Department, Las Vegas, Nevada 2010 1" rvation Packet CSN Education Department, Field Obs 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 principaV/assistant principal/dean interview is strongly encouraged if it can be arranged. CSN Student Created Question #1 for Administrator - Whe do you Sad +o | he most efs Oo tear hy tes_ hy, Flexi bl. ei cpience , desice tp ao the ext: RES ene eee 3 CSN Student Created Question # 2 for Administrator Wheat do you fod te be the least aftec No NO jects ec aoal md ne o. Aste tian ¢ eer aee err CSN Student Created Question # 3 for Administrator ow oF ve 2 sosecve jeache Ood whet aco you lesking, 2 ob: Jo tearhnecs ac eA 10 painet pers ce ne paren A apprapciatel CSN Student Created Question # 4 for Administrator Qe yoo miss Weta in tne clas: a She di yaiss) being vs abe Wild ec 4 job con 4 S v CSN Student Created Question # 5 for Administrator What Ao Yeu think should ko Suivco educator Tae wy cience a Awe w a +h Administrator Name/Title: Mi Wer © CSN Education Department, Las Vegas, Nevada 2010 2 CSN 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? The Studerrs Oce Neiking, mere ond Moving around more be 5 they don't Wave Sears 2. Does any student seem to have a particular talent? Describe. Thee 4 Fecorder te Te Wes Not a let of SPeewl Alene in the Stude 3. What is the curriculum like in comparison to the regular education class? a she music Class So the Curciculum is Verv dSsecent, Ffecent nates nA obser ‘ace Vece whe Wand placement for & 4, Describe the specialist teacher's instructional style. He 4 very avtherative with his 5. What different strategies do you notice this teacher using that are successful? Trove o Fhard ie getting all of the Students te Posy atte + ore Norm ed one +me- He dh tion to me ly better beh 6. What are the challenges the specialist teacher has to deal with? The kids did Pe pay attention Very Well after they Aor the recorder 7. How are student needs being met? rbec “the Motes Yhey learned The students were Wn Erevious Class 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

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