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: Kendal Kerbrat CSN Course: EDU 201

Professor: Steve Saladino Professor’s email: steve.saladino@csn.edu

CCSD School: Doris French Elementary School Cooperating Teacher: Roxanne Burton

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 InteractTM 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
CSN Field Observation Packet © CSN Education Department 2017 Page 2
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:
• 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.
CSN Field Observation Packet © CSN Education Department 2017 Page 3
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? Warm?... Friendly?...
Organized?... etc. Describe the physical environment in detail.

My first impression when arriving to the classroom was that it was playful yet organized. Ms.
Burton had a lot of different educational posters and class policies hanging on the walls. The
student’s desks were organized in four separate “U” shapes, with the majority of them facing the
white board.

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 first day I watched the class, it was made up of twenty-three students. On the second day
that I watch, Ms. Burton got a new student make the class twenty-four students. The class had
twelve boys and twelve girls. The class was majority Hispanic students, had three African
America students, two Asian students, and three Caucasian students. The class did not have any
ELL students, but the class was a SPED class. None of the students had physical challenges, but
they all had a disability of some kind. Ms. Burton informed me that this is one of the most
challenging classes that she has had. All of the students have a great deal of energy and are
behind on most if not all of their academics.

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

The posted rule in the classroom are very simple and to the point. The rules are
as follows, “Be Prepared, Be Respectful, Be Cooperative, and Be Safe.”

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

Ms. Burton does enforce her classroom rules. She uses a points system that the entire school uses,
that seem to be very beneficial as all of the students respond to it well. Students receive points for
positive behaviors, and once a week the students can use their points to pick something from the
treasure chest. Ms. Burton also gives points to each table for successful behavior as a team, allowing
the students to encourage one anther to keep up good work.
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.

White Board
Ms. Burtons Desk

Round Group Table

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

The classroom is set up great, and all space is used efficiently. The workflow of the room is
smooth and set up with thought. The desks are all in the middle of the room in four separate “U”
shapes, with the majority of the desks facing the board so that the students are more focused.
Ms. Burton changes around the seating arrangement often, so that students are in groups that
work best with each other and are more likely to focus with. On the walls are a lot of different
posters and reminders for students. Ms. Burton has her desk at the front of the room near the
board so that she can see everyone at all times. At the back of the room is the sink, an additional
table for group work with Ms. Burton and shelves. One side of the room had a few cabinets and
two book shelves. On the other side there were computers and more supply cabinets.

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

The only physical arrangement of the room that can be improved is separating the desk more.
Ms. Burton has the students grouped together with their desk placed in the “U” shape, but that
allows the students to talk to each other just a little. If she were to separate the desk more, that
would prevent the students from talking at all. Besides that, the classroom is set up great.

CSN Field Observation Packet © CSN Education Department 2017 Page 4

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 posted schedule for the day was as follows: PE, math, Fundrun (an event that took
place this day), science, lunch, and early dismissal.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Class instruction is done by explaining the task or assignment as a whole group, students
then split into small groups or work individually to actually complete the assignment.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
Ms. Burtons teaching style is adaptable, she works with what students are giving her and
changes around lesson plans so that they benefit the most. Depending on how much
students are focusing and following directions, will be her deciding factor when allowing
them to work individually or in small groups.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples.
Ms. Burton does incorporate the sensory modalities while teaching. She uses visuals by creating
posters or simply writing on the board while teaching a lesson. She will also explain the lesson so that
students are able to watch and listen at the same time. Ms. Burton also uses the iPads while teaching,
so student is able to work hand on with assignments as well.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented?
Please explain.
Depending on the time in the day students were engaged or completely distracted. In the
morning when students first got to class, they were good, but after lunch and in the last few
hours of the day they had a hard time following direction. Ms. Burton told me that this is one of
her most difficult classes because all of the students have a lot of energy and are very social.
When one student starts to talk and get off task, the other students at the group do the same.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why?
Ms. Burton did have one student isolated at the front of the room. She let me know that he is a daily
challenge, so having him sit alone is best for him and the other students. This student will become a
distraction and needs constant reminders, so she keeps him close to her desk.

Instruction Question 7: Is instructional time managed efficiently? Please explain

Ms. Burton is great about managing her instructional time efficiently. She plans
her lessons and sticks to her time frame that she sets for each day. I believe this
benefits her students greatly, keeping them on a set schedule helps to keep them
more focused.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient?
Ms. Burton handles transitions form one subject to the next with clear directions. If students need to
line up to leave the room, she will have them move one table at a time. If she is transitioning from one
lesson into the next in the classroom, she will have them clean up all items first and then direct them
to take out what is required next.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they?
To get the attention of the students, Ms. Burton uses a few different “attention getting”
commands. One command Ms. Burton will say, “Give me five” and students will put their hand in
the air, she will then count down to one until all students have their hand up counting with her.
Ms. Burton will also shout something out, and students will respond with an answer. Lastly, she
uses a bell to notify students when it is time to rotate groups if doing a rotation style lesson. The
raising of the hand command is not always efficient, the students do not raise their hand or listen
until she is down to one. The other commands to work though, the students like the shout back
commands.

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.
Ms. Burton faces a few different behavior issues. The entire class has strong personalities, they are
all very social, and they are all behind on their grade level. With the class being lower on the
spectrum Ms. Burton has a lot that she is trying to catch up on so that the students will be ready to
move to the next grade. To best deal with the students, Ms. Burton is having to adjust things in the
classroom constantly. She changes around their seating and is changing around how she executes
lessons.

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.
Yes, there are policies and procedures in place that help and hinder the instructional time. A few
procedures that are hindering the instructional time is the amount testing and use of technology
required. While observing the class, students had to take multiple test on their iPads for the
different online programs they use. This took a lot of time out of Ms. Burtons lessons that she was
trying to teach. The use of iPads also hinders the instructional time because the students are using
them for almost every lesson. Ms. Burton explained to me that the administration prefers that
teachers use the computers or iPads while teaching, instead of them teaching lessons to students.

CSN Field Observation Packet © CSN Education Department 2017 Page 5

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.
Doris French Elementary School looks like your traditional school. The building is not too
big, there is a very large field, there are a few playgrounds, and portables outside. The
school has fencing around the entire grounds and three separate parking lots around the
school. At the entrance of the school there is grass and trees with the school’s sign that
has room for announcements to be made.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security.
The interior of Doris French is welcoming and playful. Through the first doors is the office
of the school, and then a second set of doors that the office will buzz you through to go
into the school for safety precautions. The walls are painted with the school’s colors and
lined with student’s art work as well as assignments. The floors are carpet and the lunch
room are tile. There are not any windows around the school, but with lighting the school is
plenty bright.

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 Doris French Elementary School mission statement is, “Our
mission at Doris French Elementary School is to lay the
foundation for on-going academic growth and achievement, while
promoting social responsibility within the community.” The
school mascot is the dolphin.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in
other areas of the school.
When visiting the school each time the office staff was friendly and helpful. There were a few
issues getting in contact with my cooperating teacher, but the staff was very helpful with
making it work out. The music teach was also great, he allowed me to observe his class while
the students were with him, but the PE teacher was not as nice. He told Ms. Burton that he did
not people observing him, which surprised her. The students were respectful to the teachers,
and the teachers were great with the students.

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 school does use inclusion, pull-out programs, and grouping of students. During my
observation hours, a few students were taken out at different times for different pull-out
programs. The third-grade teachers also worked together by grouping students by reading
level. Each teacher had a different level and would send their students to the level/teacher
that they are at.

4. Observe student-to-student interactions, inside and outside of the building. Observe where
students gather to socialize – lunchroom, halls, playground, etc.
All of the students in Ms. Burtons class were very social. No matter who sat with who or
where in the school they were, they talked and got along. The students gathered in the
corners of the classroom and at the back of the classroom at the round table during free
time.

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.
In my opinion, Doris French Elementary School greatest achievement is that they have been
open for forty-one years. A weekly award given is the Dolphin of the Week, which is picked by
teachers and announced during the Friday pledge. The school has a few different clubs or
activities which include choir club or student council. Doris French history and information
can be found at schools.ccsd.net/French.

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.
Ms. Burton is welcoming to students, but she is also very serious. She has drawn this great
line as far as making the class fun for students but also having them get their work done. The
students enjoy the class and like Ms. Burton. She sets makes her expectations clear to the
students and communicates what is required for their success.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed?
The student participation depends on the time in the day and the task that is given. At the
beginning of the day students all focused and followed direction. After lunch or in the last two
hours of the day they all had a difficult time staying on task. If students worked in a whole
group, they would all be paying attention and getting work done. If Ms. Burton had them work
on their own or in small groups, not much work was completed because students would
become more distracted. To modify and accommodate students that had a harder time staying
on task, Ms. Burton would assign them a spot to sit in while doing individual work around the
classroom. The students that were able to pick where they sat for individual work, were told to
not sit near the students that were assigned their spot.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements.
Ms. Burton used the reward system that is used by the entire school making reinforcements
cohesive throughout all classes. The students were told to give themselves a point for positive
 behavior and for negative behavior points were taken away. Students responded great to this
procedure and were always excited when told to give themselves a point.

CSN Field Observation Packet © CSN Education Department 2017 Page 6

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?
The primary reason Ms. Burton become a teacher was due to the classes that
she had completed in college. Her major was undecided, and when it came to
the end of her first few semesters, she decided that an education degree would
be her best option based off of what classes she had completed.

Interview Question 2: What are the main challenges you face as a teacher?
The main challenges that Ms. Burton faces are the students having poor
behaviors, not caring about consequences, and being below grade level. She
has had classes in the past that were great and made her job fun. This year’s
group of students are a challenge. She is having a hard time enjoying this
school year because students are not responding to consequences and do not
care to improve.

Interview Question 3: What is the best part of being a teacher?

Ms. Burton said that the best part about being a teacher is watching
students grow and learn. She is most proud when a student is
proud of themselves and their own accomplishments.

Interview Question 4: How do you determine where students sit in class?

Ms. Burton will decide class seats based off of their personalities and
behaviors. At the start of the year she had to move students around multiple
times in the first few weeks and even had to change how the desks were
organized in the room. Now that they are a few months in, she is only
changing seats around every few weeks. She groups the students by mixing
the “great”, “good”, and “poopers” so that they are all mixed together.

Interview Question 5: How do you determine the members of any flexible groups?
Ms. Burton will determine the members of any flexible groups based off of
assessments and the reports from a program called Star Reading.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
Beyond standardized testing, Ms. Burton will look at the standards and make her own
quizzes. Each grade level at the school works together to create assessment that will be
given to all students in the grade so that there is a set standard for the students.

Interview Question 7: What requirements are placed on you for reporting progress to parents?
There is a calendar that was created at the beginning of the school year by administration that
states when teachers are to send report cards home to parents. If students are not turning in
work or having problems in class, she will reach out to parents to inform them as well.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have?
Ms. Burton does not meet with parents as often as she would like. She will reach out to parents by
phone call or email as needed for poor behavior and late assignments. Many of the parents or
guarding do not reply though making it difficult to communicate problems. If needed she will also
call for a meeting with parents.

Interview Question 9: How much grading do you complete on a daily/weekly basis?

The daily/weekly grading required depends on the common core standard. Ms.
Burton will grade math and reading weekly but other subjects not as often.
Interview Question 10: How long does it take to prepare lessons for the day/week?
Preparing lessons takes a while, but to save on time Ms. Burton will use lessons
from the previous year and change them slightly to adapt to the class. In total it
typically will take thirty minutes for a lesson to be completed.

Interview Question 11: What procedures or strategies do you use to maximize instructional time?
To maximize on instructional time, Ms. Burton will use timers for transitions during class and
create routine. When starting each lesson, she will teach the lesson, tell the procedure, review
the procedure, and have students start the procedure. The clearer the instructions are told, the
more they will accomplish.

Interview Question 12: What positive reinforcement programs have you had success with, and what
behavioral consequences seem most effective with this age group?
Ms. Burton uses the school’s points system for positive reinforcement. The students respond
great to this system and is very effective for them. If the students are good, they are given a point
and if they are bad a point will be taken away. Once a student has twenty-five points, they are able
to pick a prize from the toy chest.

Interview Question 13: How are specialist teachers involved in the instructional planning process?
The special teachers are not very involved with the instructional planning process. If she is
working on a lesson that can be tied in with a special, Ms. Burton will share it with them, so they
have the option of including it in their class.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
Ms. Burton is evaluated for 60 minutes during the school year. One visit is preplanned by the
teacher and the administration. The teacher will give the administration the lesson plan and
then administration will come evaluate them as they teach the lesson. The second visit is a
surprise visit and the administration will just come as they please and watch a lesson.

Interview Question 15: What consequences are there if your evaluation is not favorable?
If an evaluation is not favorable the teacher can write a letter to explain what they do not
agree with and it will be placed in their file. The teacher will also be given an opportunity
to fix and improve on what was not done correctly.

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?
Ms. Burton does not receive much support financially or professionally. At the start of year Ms. Burton
sends home a letter with items that are needed in the classroom and students will bring things in.
Besides that, Ms. Burton is given a few things by the school, but she will purchase most items for the
classroom herself. As for instructional support, all of the third-grade teachers will share lesson plans
and test so that helps take the work load off slightly.

Interview Question 17: What surprised you most about teaching as a profession?
Ms. Burton was most surprised by how hard teaching actually is. She said that
being a teacher requires you to wear a lot of hats and manage a lot of work to be
done. When she first started teaching, she was overwhelmed by the work load but
now has learned to manage all expectations because she has been teaching for so
long.

CSN Field Observation Packet © CSN Education Department 2017 Page 7

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.

When I arrived in the classroom my attention was quickly directed to one little girl because I knew
her name instantly, due to the fact that Ms. Burton had to discipline her multiple times. Ms. Burton
had the class working in a rotation lesson. One station was working on their iPads, station two was
reading a book individually, and station three was working at the group table with Ms. Burton. At
station one, Izzy was sitting on her iPad doing what she wanted to do and not following directions.
She had a very hard time focusing and kept playing with a band aid that she had on her finger. At
station two Izzy sat next to another student and convinced him to trade a toy that he had for a pencil
that she had. During the time of station two neither Izzy or the boy read a book and talked the entire
time. Anytime Ms. Burton would walk past the students they would pretend to work and then talk
after she walked away. Izzy was very sassy and had a few negative comments about the Ms. Burton.
She did not like to be told what to do or to be disciplined when not following the rules. At station
three Ms. Burton told Izzy that her score was getting better, but she needs to be reading more. Izzy
was proud of herself for improving but not happy that she needs to do more work. At the end of the
lesson while the students were cleaning up for lunch, Izzy had another student go to the boy and
take her pencil back. Izzy stood back and watched as the boy was upset that he lost his own toy and
the pencil. Ms. Burton informed me that she speaks with Izzy’s parents constantly and they do not
see any issues with Izzy’s behavior. Ms. Burton also said that with such a large class, and so many
trouble makers that it is hard to catch everything. Putting myself in the lesson from the student’s
point of view, I can see how it is easy for them to get distracted and not complete all assignments.
Ms. Burton cannot watch them all at all times, so they are able to play around when she is not
looking. Having an aid would help this class greatly.

CSN Field Observation Packet © CSN Education Department 2017 Page 8

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

Overall, I really enjoyed this field observation placement. I was a Doris French Dolphin myself, so it
was interesting going back as an adult. I was able to see many of my teachers from when I was a
student and speak with them about my decision to become a teacher. A few teachers that are still there
now are a part of the reason as to why I decided to major in elementary education. It was an interesting
experience being able to sit in the teacher lounge and have lunch with them. This field observation
opportunity was also much different than the first time I was able observe a class. This class was
much larger and came with challenges the first class did not. Ms. Burton is a great teacher and you
can tell that she is very knowledgeable. She has fantastic control of the class and deals with
challenges with respect. My decision to become a teacher was validated by this experience. Seeing the
students learn, develop, and trust the teachers is my reason for deciding this major. I am aware of the
challenges that teachers face. They are not given much help financially, academically, or even support
from the parents. With patience and confidence, a teacher is able to overcome the challenges and be a
great teacher, and I plan to do just that.

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 299)

CSN Field Observation Packet © CSN Education Department 2017 Page 9

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 201- Introduction to Elementary Education

CSN Professor: Steve Saladino

CSN Professor’s phone: 702-651-3105

CSN Professor’s email: steve.saladino@csn.edu

Student’s name: Kendal Kerbrat

Student’s email: vote4kendal@aol.com

Should you have any concerns or questions about this process, please feel free to contact the instructor
directly, or the CSN Education Department at: (702) 651-4400.

CSN Field Observation Packet © CSN Education Department 2017 Page 10