Field Observation Packet

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: >>> Jaqueline Arguelles-Perez

CSN Course: >>> EDU 202

Professor: >>> Connie Christensen

Professor’s email: >>> Connie.Christensen@csn.edu

CCSD School: >>> Chaparral High School

Cooperating Teacher: >>> Susan Ritter

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.

CSN Field Observation Packet © CSN Education Department 2017 Page 1

BEFORE ARRIVING ON THE FIRST DAY...

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.

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)

Observation 1: My first impression of the classroom environment in this Biology/zoology class was inviting,
productive and organized. The classroom gave students a space easy to move around in and made it easy for
students to engage in discussions with their assigned groups. The classroom environment also displayed a
friendly environment because the teacher student communication was positive.
Observation 2: The student make-up of the class was a variety of ethnicities with an even amount of boys and
girls. In my perspective there were a few students within the class that could have been ELL; I noticed they
spoke a bit of english but still managed to communicate with the teacher and students. The language barrier did
not stop the few students from interacting with others. I noticed that the students upfront were quite while the
assignment was presented and those in the back were chatting. Those upfront were the ELL students and in the
back were the others.
Observation 3: There were Six main posted class rules. The first rule being “Listen when others are talking.” The
second class rules being “Follow directions.” The third class rule listed was “Keep hands, feet & objects to self.”
The fourth rule listed was “Work quietly and do not disturb others.” Fifth rule was “Show respect for school and
personal property.” The sixth and final rule was “Use electronic devices as directed.”
Observation 4: Most of the time the class seems to be focused when being spoken to a project is being
presented by students with exception to a few students in the back that were unprepared. The teacher counts
down from five to gather students attention when off task. Most students respond when asked a question and
some lose track of what is going on around due to working on chromebooks for the project. I noticed the teacher
uses their grade on the assignment to make sure they are on task for those who are not on task she makes sure
they know the project is due today.

ASSIGNMENT 2 (Classroom Layout)


Classroom Layout Question 1: The work space of the classroom was used efficiently since this class was only
studying for the AP test in Chemistry there was not much for them to do within the environment. The grouping
tables contribute to the student workflow because it helps the teacher help four students in each group at a time
when studying.
Classroom Layout Question 2: In my opinion the the physical arrangement of the room does not need much
improvement since it is a chemistry class having the students in groups helps them when doing experiments
throughout the school year. If modifications are made in the classroom they may just stay the same since there
is limited ways the teacher may be able to modify.

ASSIGNMENT 3 (Instruction)

Instruction Question 1: The posted daily schedule for the different subjects are Third period being U.S History,
Fourth period World History, Fifth period U.S. History and Sixth period being U.S History. This teacher seems to
have two different prep periods those being first and second period.
Instruction Question 2: The introduction at the start of class is done individually, through watching videos and
powerpoints. The PowerPoints are supported by the teacher and Co-teacher as they conduct the lecture of what
is being presented in both the video and PowerPoints.
Instruction Question 3: I would describe this teachers teaching style as lecture based with some discussion.
Since the students are taking notes while the teacher is presenting the PowerPoint presentation on the subject
and stopping to discuss.
Instruction Question 4: This teacher incorporates sensory modalities by adding visuals to the presentation as
well as sound. These may help those auditory and visual learners within the group of students.
Instruction Question 5: The students within this class seem to have been engaged during the CNN video with
the exception of some students being off task and chatting. During the lesson being presented on the
PowerPoint many students are taking notes and being productive. While others are on their phones and talking
to their neighbor.
Instruction Question 6: Throughout the classroom you can see that all desks are in rows facing the center of
the room. Some students are isolated due to the layout of the desks. There are 1-2 students that were farther
from the class due to being disruptive.
Instruction Question 7: In my opinion the instructional time is managed efficiently but certain aspects alter the
managed time. The aspects being having to gather students attention, having to quiet class down and students
walking around the room distorts the management.
Instruction Question 8: This particular teacher jumps from one subject to another.For example they were talking
about the CNN video and immediately moved onto the renaissance topic. The students did not seem to follow
from one topic to the other very well. He hardly gave the students time to process the questions discussed.
Instruction Question 9: This teacher uses laser pointers, shushing noises and gives the students “one-minute”
to make a wise decision when giving commands. They were not very effective rather disrupted the class even
more and created a non productive environment.
Instruction Question 10: This teacher has to deal with constant talking, use of cell phones and wandering
around. The teacher does not seem to address the issues more like he let’s it go on and creates disruptions
within the lessons.
Instruction Question 11: At Chaparral high school they have a no cell phone use policy when it comes to the
classroom environment besides using it for google classroom to fulfill assignments but even then they are
provided with chromebooks. In this classroom the teacher allows students to use cellphones and causes more
that 25% of the class to be off task using their cellphones. The teacher does not address them.

ASSIGNMENT 4 (Culture)

Physical Characteristics:
1. The physical appearance of the school property that I noticed was most classrooms had no windows.
There is a staff parking just outside the entrance to the left and right. The inside of the school is gated
and people must check in with the hall monitor to step inside. The field could be better maintained as
well as the grass around the school sign. There are signs saying which hallway is on which side so that
no one gets lost and they can find the appropriate hallway ranging from 100-400 around the cafeteria
and courtyard.
2. The in care of the school regarding the rooms are very well lit as I have seen there is hardly any lights
that do not shine. The colors are black and Orange for the most part with some white on the walls there
is a staff member of the entrance of the school which students and non students must check in with by
the Dean's office. The flooring seems worn out with many stains. Each classroom decorates their own
laws with different posters. Many of the classrooms have a buzzing noise coming from the ventilation
system within the classrooms. In some rooms it may be louder. The ceiling within the classroom seems
very stand I'm worn out as if they are about to fall apart. The student council seems to have decorated
the inside of some classrooms but painting on the walls and adding posters throughout the school.
Culture of the School:
1. The school mascot is a Cowboy. The school seems to not have a motto but the mission statement
found in the front office is “We strive to EMPOWER our students with the tools needed to achieve future
success within an environment that promotes lifelong learning and mutual respect through RIGOROUS
instruction, RELEVANT content, meaningful RELATIONSHIPS, and personal RESPONSIBILITY.”
2. In the main office the staff is very polite when visitors check in and are waiting for their student or to
be helped by a specific area in the office. They are asked to have a seat as they wait to called. Some
home monitors around the school are very strict a rather than friendly with the students by interacting
with the teachers are friendly.
3. The school is divided into 2 separate lunches those that are on the right side of the school has 1st
lunch and the left side has 2nd lunch, Gym an 500 classrooms takes lunch during 1st lunch along with
those on the right side of the school. The bell rings and students are released for 1st lunch and those
that have class during that time go to their appropriate class usually on the same side of the school
which help students know which side is still in session and which should not be disturbed during lunch
periods. Later students from first must report to their classrooms and some time after 2nd lunch is
released.
4. I observed the student interaction throughout the school I noticed that some students get a little too
close to one another and home managers have to separate them by a dressing what they are doing
wrong. The lunch Room gets really noisy during the time that lunch is in session. The lunch lines are
filled and Hall monitors must maintain the order in the hallways, throughout the Courtyard and in the
lunchroom. In the time that I was there there was no students in the hallways having any fights or issues
that the homeowners had to a dress mainly just student which seemed to be in relationships getting too
close to one another during school hours.
5. I notice that the office has posted student president Khama vice president and the other members of
the student government. They have an image of the past graduates in the office and some on the
entrance of the building that demonstrate the sports throughout the school. You hear a lot of students
showing pride in their cowboy mascot by shouting in the hallways and a lot of extracurricular clubs
gathering around during lunch hours.

Culture of the Classroom:
1. From my observation I noticed that the teacher interacts with his students in a straightforward tone
and seems to be eager to teach their students. This teacher is a very strict on time teacher he seems to
have a grasp of time management and does not like disruptions to out his classroom students begin to
work as a group. His personality is pointed towards friendly but anxious parent he does not like
destruction strut his class for he has a time schedule and which he likes to follow.

2. When observing this teacher's classroom, he teaches government so it was hard for kids to
participate in the class now many students raise their hands for questions but just listened. The class
Tues groups to fulfill assignments in which they created law firms and had to a dress certain scenarios
that the teacher gave them.

3. The interaction from teacher student in this case was a soft straightforward tone in which the teacher
told students that if they were off task they would be sent to the Dean's office instead of him having to
deal with them and their altitudes. There was not much going on in this classroom but they did find him
very funny when they were in groups discussing each scenario. He let them have a creative mind but
also use prior knowledge to fulfill assignment. The different court cases that the teacher gave them was
so that they could the fulfill a future assignment and test that is required. His way of interacting with
students seemed to have his students engaged.

ASSIGNMENT 5 (Cooperating Teacher Interview):

Interview Question 1: The primary reason Ms. Barr became a teacher was as she sated likes to help kids,
enjoys the content area in which she teaches (english) and likes to help people. She seems to have a soft spot
for helping her students achieve their goals.
Interview Question 2: The main challenges she faces as a teacher are the workload, the mental demandments
due to teaching and setbacks due to lack of resources/ large class sizes. Those reasons all add up to her
challenges as a teacher.
Interview Question 3: Her favorite part of being a teacher is teaching them as well as them teaching her. She
not only likes to teach them but likes to learn from them as well.
Interview Question 4: Ms. Barr determines where students are seated by trying to seat them for least
distractions and stronger students next to those who need support. This helps her classroom and the students
within the class.
Interview Question 5: She determines members of groups depending on their ability, personality and
disposition. She also sometimes let's students choose their groups to make them feel comfortable to interact
with one another.
Interview Question 6: Beyond standardized testing to assess her students she uses formative assessment daily
through discussions and walking around observing how each student is doing.
Interview Question 7: The requirements placed on her for reporting progress to parents are progress reports
and quarter reports. Encouraged to have regular (every midterm) contact with parents. She tends to make
contact by calling home and emailing parents.
Interview Question 8: She rarely has contact with parents but when she does she holds family engagements.
Students with IEPs which she attends meeting for but mostly interacts through phone calls and emails.
Interview Question 9: On a daily basis she spends between 3-4 hours grading sometimes even more. Since she
has several classes this may vary.
Interview Question 10: It usually takes her about 3-4 hours to prepare lesson plans due to teaching three
different classes. Sometimes she has to spend more time to prepare than just 4 hours.
Interview Question 11: The procedures she uses to maximize instructional time are bell to bell, assuring
students are ready for the lesson of the day and making sure cellular devices are put away during her class time.
Interview Question 12: The most effective form of consequence for this age group according to her is
progressive consequences gives opportunities that may escalate, student conferencing and calls home. She
tries to reward good behavior for wanting to do better, gives positive reinforcement and may call out good
behavior.
Interview Question 13: In her class the specialist teachers are involved in instructional planning with her by
coordinating the English 12 and both manage plans that may involve her or CC teacher leading instruction.
Interview Question 14: This teacher is evaluated once a year where administration does walkthrough in
classrooms for about 5 minutes each time and the measurement tool used by administration for determining the
teacher's performance is an NEPF which uses 5 different standards to evaluate.
Interview Question 15: The consequences this teacher has to face if her evaluation is not favorable she may
get put on probation or if probationary already she may not be able to renew her license. A probationary score
may be a 2 or below.
Interview Question 16: The support that this teacher receives professionally from the school and other
organizations are professional development through pathlore. She was also sent to a learning forward
conference center by administration and the district also offers summer AP training. Sometimes professional
development during prep hours is given.
Interview Question 17: What surprised her most about teaching as a profession was her thought of no one
could have prepared her for the work that is required as a teacher.

ASSIGNMENT 6 (Observing a student):
In Ms. Barr's english class, During a discussion there was a student who caught my attention. He caught my
attention because he would raise his hand for questions asked during the discussion. The discussion was based
off of the Hamlet story. The student had already read the whole play so as the rest of the classes followed along
with the reading he was also following along but already knew what was coming. The student made very good
discussion answers during the discussion portion of the class. The student was eager for everyone to know how
everyone in the play ends up in the end. I noticed that when some students started saying something during the
discussion the student would then give them a more accurate response to the question that the previous student
asked. He was very outgoing from my perspective the reason being because I noticed that he would try to
encourage those that were not as engaged in the conversation to also have a say. Those who played a role in
the play went into character to finish more of the play before the end of class. During the renaming portion of the
class the students began to make side comments while other students paused their scene. This did not disrupt
the class since other students and teacher paused the scenes in the play and when this occurred he only
commented during these scene pauses and added comments along with the teacher. There were many students
just as engaged in the reading and discussion but this students seemed to be 2 steps ahead of the others. I had
never read the play but from the students perspective I thought that since they had been working on the play so
long that he knew what was expected of him due to him already reading the play it seems he had a better grasp
of the play than others. Their environment throughout the class was all students being engaged and having a
productive reading with the teachers support. The student did not seem to get off tasks other than trying to get
others on task along with the class during the lesson. As the teacher walked back to her desk this student
seems to have settled the class down while they got loud. During the lesson the student was respectful and
helped the teacher run the discussion.

ASSIGNMENT 7 (Summary):
I use to believe that being a teacher meant spending eight hours of teaching and being with kids. Being a
teacher seemed to be an easy career choice out there for me. After viewing the students of different ages and
grade levels from 9-12 grade in high school, I have changed my opinion of teaching. There is an unknown side to
the world that can only be seen when inside a classroom. Watching the students has made me realize that being
a teacher will carry some difficulties. Observing has made me realize that there is more to teaching, the
classroom, and what goes on inside. The different teachers I observed during my 10 hours at Chaparral High
School helped me understand how much teachers struggle to not only maintain order in their classroom but to
maintain themselves. The stress that each teacher carries throughout the day is reflected through their
management skills. I was placed in every department within a high school and each teacher struggled with
language barriers, discipline and even lessons. There are many students at the school that do not understand
how much their teacher puts into helping them on a daily basis. These teachers are taken for granted but they
still strive to do their best for their students. As I talked to each teacher that my cooperating teacher placed me
with I began to understand more of how a teacher struggles with their students. Not only did I learn the struggles
but I also learned how much they enjoy their profession despite the struggles. They all kept a smile on even after
situations arose. They encouraged me to follow through with the profession I desire because despite what they
are put through they each enjoy the students and helping them achieve their goals.


COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our education majors are
required to complete 10 field observation hours in these courses:

EDU 201 Introduction To Elementary Education
EDU 202 Introduction To Secondary Education
EDU 203 Introduction To Special Education

This class is where many of our students actually make the decision whether they will continue further study of
the profession. We appreciate you joining us in providing these students with a wonderful first experience in the
classroom. If at all possible, please utilize the student to assist you in supervised classroom instructional
activities if you deem them ready.

We are hopeful that the information we have enclosed with this letter, which has been approved by the Nevada
College Consortium, will help you with a clear sense of how this field experience works.

When the student has completed his/her required observation hours, please complete and sign the “FIELD
OBSERVATION TIME LOG” and “FIELD OBSERVATION STUDENT EVALUATION” (along with the student).
Then, return these two pages to the student who will submit them to his/her professor. For your convenience,
the student has provided you with CSN contact information below. Please contact the CSN instructor if there
are any questions or concerns.

Also, before a final grade for EDU 201, EDU 202, or EDU 203 courses can be assigned, the CSN professor
MUST receive your official email verification that the student successfully completed his/her 10 hours. Please
also “cc” the student on this email as soon as the student has completed the 10 contact hours. The student
WILL NOT receive a final grade in the course until the email is received from you.

CSN Course # & name: >>> EDU 202 - Intro to Secondary Ed.

CSN Professor: >>> Connie Christensen

CSN Professor’s phone: >>> (702)- 651-4803

CSN Professor’s email: >>> Connie.Christensen@csn.edu

Student’s name: >>> Jaqueline Arguelles-Perez

Student’s email: >>> jarguelles316@gmail.com




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