CSN Education Department - Field Observation Activities 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 observe
in a school classroom where students are actively engaged in learning. Each of these three CSN courses require
all students to complete a 10 hour "Field Observation" in a Clark County public school.

Once your placement is processed, you will receive details regarding your assigned school from your CSN
professor. Only then, will you contact the school and meet with your CCSD “cooperating teacher”. Both you and
your cooperating teacher will design a mutually agreeable schedule to complete your required contact hours once
you meet for the first time.

Within this packet, you will find the required field experience assignments and other documents that you must
complete in order to pass this class.

Your Name: >>> Alexandra Salgado

CSN Course: >>> EDU 201

Professor: >>> Olivia Grant

Professor’s email: >>> oggrant@interact.ccsd.net

CCSD School: >>> Richard H. Bryan Elementary School

Cooperating Teacher: >>> Brian Meuse

Save this completed packet for this class, and your Education Capstone Course, (EDU 299). Your CSN instructor
will let you know their required format for submitting the observation assignments within this packet.

BEFORE ARRIVING ON THE FIRST DAY...

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1. Locate your assigned school on a map, or via the CCSD website, and arrive during the Initial Visitation Week
dates provided to you by your CSN instructor. This initial visit will be your chance to gather information about your
assigned cooperating CCSD teacher. School locations and other information can be found on the CCSD web site
at http://ccsd.net/schools/contact-information/

2. Pre-plan for 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 class and the
college. CCSD is allowing you to visit their school to further your understanding of the teaching 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 school level that you were assigned. You are
simply observing during this time. Your cooperating teacher will give you guidance on how your experience can
be expanded beyond simple observations, when he/she feels comfortable with your professionalism and skills.

UPON ARRIVAL THE FIRST DAY…

Check in at the school office and let the Office Manager know that you are a CSN Education student who has
been placed with a cooperating teacher at their school for Field Observation. Be patient while the information
you’ll need is located by the Office Manager. The request for placement came through Interact™ from our Field
Observation Coordinator, and has been pre-approved by the school’s administrator. During this initial visit, some
of you may be sent directly to the classroom to meet your cooperating teacher, some of you may be given contact
information for the cooperating teacher, and then will return on a different day for your first classroom visit.

UPON ARRIVAL TO THE CLASSROOM…

Introduce yourself to your assigned Cooperating Teacher. 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”, as well as the last 3 pages which contain the
“Cooperating Teacher Information”, the “Time Log” and “Field Observation Student Evaluation” pages.
Let the teacher know that you will be taking notes during the observation for your packet assignments, and that
you will be asking him/her to verify your hours of attendance, and evaluate your participation once the total
observation hours are complete.

DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

Standards of Conduct
You are student representatives of the CSN Education Department and the teaching profession. Candidates are
expected to maintain high standards of personal and professional ethics.

Attendance and Punctuality

Regular attendance and punctuality are mandatory. Once you plan a schedule with the
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You are expected to
sign in and out at the school (as required by the school office and/or program). In case of illness or emergency,
you must contact the assigned school and let them know you will not be in attendance on that day so they can
notify your cooperating teacher.

Relationships
You should exercise respectful discretion when voicing your personal views. It is important that your demeanor
and opinions remain confidential. Under no circumstances can information about any students be released to, or
discussed with, any unauthorized person. It is forbidden to have any contact with students outside of the
classroom you are assigned. This restriction also includes CSN students contacting CCSD students using any
electronic means or through the use of social media.

Dress Code
CSN Department of Education wants you to be a success. Therefore we have established a dress code for
students fulfilling their observation requirement in the assigned school district. Appearance creates credibility;
make a good first impression by dressing professionally.

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Required Acceptable Attire:
Males:
• Shirts with collars
• Ties (optional) with button down shirts
• Khakis, trousers, slacks; belts if pants have loops, (no sagging, rips or tears)
• Simple jewelry
• Shoes and socks that cover the toes and heels

Females:
• Shirts or blouses that cover the shoulders & waist; no see-through or mesh
• Sweaters worn over shirt
• Pants, pantsuits, khakis, trousers, slacks (no sagging, rips or tears)
• Jumpers, dresses, skirts (in length from 2" above the knee to the ankle)
• Shoes and socks that cover the toes and heels
• Leggings worn under dresses/skirts/jumpers
• Simple jewelry or none
• Little (daytime) make-up

Not Acceptable Attire: jeans, shorts, tank tops, halter tops, muscle T-shirts, tight fitting clothing, warm-ups,
sandals, flip flops, stilettos; no cleavage showing, no sagging or frayed hems; no head covering except for
religious reasons, such as a yarmulke or turban-like. No nontraditional hair colors/styles. Undergarments and
tattoos should be covered. Remove facial jewelry. No perfume. *School principal/supervisor has the sole
discretion on questionable clothing or appearance that distracts from student learning.

Classroom Conduct:
At all times, the cooperating teacher maintains legal responsibility for pupils in his or her classroom. You should
never assume that responsibility and be left unsupervised with children. You should not discipline students. You
are an observer, who should take notes to discuss during your next education class meeting, or to record in your
Field Observation packet.

Professional Conduct:
Never speak to staff or students in an abusive manner.
Never touch or be alone with a student for any reason.
Never give a student food, drink, or other items without the teacher’s permission.
Never take photos/video of students or staff without written permission from the principal.
Never make or accept calls/text using any communication device.

REVIEW THE TERMS of the CCSD Waiver Forms you agreed to:
“Student Statement of Responsibility” (Exhibit B)
“Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to during the Field Observation registration process in order to
secure your placement. Completion of the Field Observation is a PASS/FAIL component of the course.

ASSIGNMENT 1 (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 environment? Is it warm, inviting, organized,
etc? Describe the physical environment in detail. >>> The physical environment is a bit messy and
disorganized. There is clutter on the tables and shelves, and the students’ desks aren’t aligned neatly.
First impression of the environment is that it seems like a strict environment and not very friendly. There
was a lot of subject related posters and information posted on the walls. After a few minutes, the
environment seemed friendlier and encouraged discussions among students to explain their answers.
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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. >>> The class was made up
of 35 students, 19 girls and 16 boys. The majority of the class was Hispanic and included 6 IEPs.

Observation 3: What are the posted class rules in the room? (exactly as written) >>> The posted rules are the
5 Be’s to Be Your Best Bulldog. They the same rules the whole school uses. Be Kind, Be Safe, Be
Respectful, Be Responsible, and Be In Control.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>> The teacher does enforce the rules he is able to but he doesn’t really
use any rewards. For consequences, he gives the students strikes. If they get a certain number of strikes
he takes time from their recess.

ASSIGNMENT 2 (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

>>>INSERT YOUR DRAWING HERE<<<

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>> Workflow
doesn’t seem to flow very smoothly since the room feels a bit cluttered, but the space is used efficiently.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> I think the desks would be better off in rows instead of groups.

ASSIGNMENT 3 (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? >>> The students
have ELA from 8 to 8:55, then they have specials from 8:55 to 9:45, then they come back for the rest of
their ELA lesson from 9:50 to 10:55, they have lunch from 11:00 to 11:50, Math is from 11:50 to 1:30, and
lastly they have intervention Reading from 1:30 to 2:00. School is dismissed at 2:11.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>> Instruction
is done as a whole group except during intervention Reading when it is done as a small group.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>> I would say
his teaching style is a combination of directing, discussing, and delegating. He begins by directing the
students. Then he allows them to discuss the Math problems and their solutions. Then he allows the
students to work with each other, so if there are students who are having trouble understanding the
lesson they can get help from the students who have already mastered it.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> While I was doing my observation hours I did not see the teacher incorporate the learning
styles.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> Yes, they did seem engaged. They participate by solving problems on their own little white
boards at their desks.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
There was only one student isolated and only one time. The teacher moved him to the back of the class
because he was being disruptive to the students around him. He only sat in the back for about 20
minutes.
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Instruction Question 7: Is instructional time managed efficiently? Please explain >>> Yes instructional time is
managed efficiently. Teacher spends the entire time teaching the lesson.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>> Transitions are a little chaotic. The teacher often has to ask
students to stay on task so the transition can be done quicker. I do think the transitions are efficient, but I
don’t think they are very organized.

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 teacher gets the students’ attention by
counting down and it is very effective. It is probably the only thing that was effective.

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 teacher has to deal with a lot of talking. If it is
just one student he will redirect that student and ask him or her to stop. If the talking continues, the
student will get a strike. If the whole class is talking, the teacher will countdown to get them to quiet
down.

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. >>> The teacher mentioned he doesn’t
like the seating arrangement but he has to keep it that way because it was set up by the principal. The
teacher thinks it hinders the use of instructional time because it is easier for the students to become
distracted. Another thing I believe hinders the use of instructional time is the number of students in the
class. It is hard to make the most of the time when you have 35 students who are all at different levels.

ASSIGNMENT 4 (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 school looks very nice. It is very well taken care of.
All the gates, fences, and playground equipment are in great condition. The crosswalks are clearly
and the building and parking lot are clean.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>> The halls are white and have a lot of windows. The floors are
carpet in the classrooms and tile in some hall ways. There’s a few decorations like students’ work
on the bulletin boards in the halls. There is also drawings on the windows.

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. >>> The school’s mission statement is
RHB students will be engaged, supported, and challenged. The motto is Be your best bulldog. The
mascot is a bulldog.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>> The front office staff is friendly and inviting. They are respectful towards
visitors. The faculty is friendly to students in the halls.
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 3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block
scheduling, periods) Does the school use inclusion, or a pull-out program for special education students?
>>> The classes are separated by grades. The school uses inclusion with some of the primary
autism students.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>> The students love to socialize with each
other. They talk to each other any chance they get. Interactions are friendly for the most part.
Every now and then the more well behaved students will tell the less behaved students to listen
and behave.

5. 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. >>> One tradition the school
has is that every Thursday is Be Kind Thursday, so students and staff members wear their Be
Kind t-shirts. The school is a 5 star school and it has a choir and student council.

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 teacher is clear about his expectations. He takes time to discuss and explain
those expectations as well as the classroom rules. His interactions with the students and other
staff members are friendly. Even though he is friendly with his students he is also stern with them.
He is also encouraging and supportive. His personality is pretty laid back, and it is easy to see he
enjoys teaching. He has been teaching for thirteen years.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>> There is a high level
of participation in the class. Most students are eager to answer questions or explain solutions to
the problems.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>> Teachers have friendly interactions with students without
giving the students all the power. The teachers’ tone changes depending on what they are trying
to communicate.

ASSIGNMENT 5 (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? >>> I always wanted to teach
History and make a difference in kids’ lives.

Interview Question 2: What are the main challenges you face as a teacher? >>> The class size and how
expectations keep changing. Also having to create my own Math program.

Interview Question 3: What is the best part of being a teacher? >>> Interacting with the students and seeing
them learn.

Interview Question 4: How do you determine where students sit in class? >>> It depends on behavior and
ability so they can work well with each other and help each other.

Interview Question 5: How do you determine the members of any flexible groups? >>> I determine the
members of groups based on who can work well together and data from tests.

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Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> I create my
own tests. I also use Engage New York and Aims Web.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> Report
cards have to go out twice a year and progress report cards go out every three months.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>> I interact with some of the parents almost every day after school. I also have a
conference once a year and send notes home all the time. I use the Remind app to also send reminders.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>> I do grading every day
and I usually spend about 3-4 hours a week grading.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>> It takes about 4 hours
to prepare Math and Science lessons for a week.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> I try to
train students to transition quick and smoothly.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>> For consequences I use the strike system, and
for positive reinforcement I use the coupon system. Students get coupons for certain things when they
are doing good.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>> They
help prepare students for the SBAC and help reinforce the behavior standards but they don’t participate
in the instructional planning process.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> Every two weeks I get observed and I get one formal
evaluation a year based on the NEPF standards.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>> If my evaluation
isn’t favorable they usually start a paper trail to get me terminated.

Interview Question 16: What types of support do you receive instructionally, financially, or professionally from
the school, parent organization or school district to enhance instruction? >>> Instructionally not much.
Financially the district gives me $100. The PTA also gives me $100 if I choose to join the PTA.

Interview Question 17: What surprised you most about teaching as a profession? >>> The effect you have on
students and all the paperwork and professional development.

ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom during an
extended period of direct instruction. Detail what was going on in the environment, and what you observed the
student doing while the lesson was being given. Make sure to document ALL behavior in relationship to what was
being presented by the classroom teacher. Please describe 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.

>>> The lesson was being given in the classroom while students were sitting at their own desks. There
was a few side conversations going on, but they weren’t too loud or distracting. The lesson being
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presented was converting kilometers to meters, kilograms to grams, and liters to milliliters and then
adding them or subtracting them. The student I was observing wasn’t really on task or engaged. He was
talking and joking around with another student. It was very distracting which is why I was observing him.
It was difficult to watch anyone else. I uncovered that if the lesson is too easy for a student then it is easy
for that student to become bored and distracted. Same thing if the lesson is too hard for a student, the
student becomes frustrated and gives up and then gets distracted easily. I think this particular student
was having trouble with the lesson and decided not to try.

ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field Observation
Placement.

>>> I really enjoyed observing this class. It’s the age group I am interested in teaching, so it was very
helpful talking to a teacher who has been teaching for thirteen years and has taught different subjects at
different schools. I think observing and talking to a teacher like this you can get a good perspective on
how the education system and teaching has changed throughout the years. It was easy to see the
frustration that comes with the job, but I could also see the love and joy it causes. If teachers who have
been teaching as long as him or longer, didn’t get love and joy out of it they wouldn’t have been doing it
for that long and continued to put up with the negative things.

Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit their
completed Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN instructor for
grading. The student must also provide the CCSD cooperating teacher with their CSN professor’s contact
information, so the cooperating teacher can send a quick email validation that the student completed their 10
hours before the final exam date.

The instructor’s email can be found on the first page of this packet, and on the next page.
Remember to save this completed packet in digital form, or as a hard copy for the
Education Department’s capstone course, (EDU 29

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