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: >>> Carmen Sanchez-Arenas

CSN Course: >>> EDU 201

Professor: >>> Steve Saladino

Professor’s email: >>> Steve.saladino@csn.edu

CCSD School: >>> M.J. Christensen

CSN Field Observation Packet © CSN Education Department 2017 Page 1

Cooperating Teacher: >>> Mrs. Chamberlain

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...

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.

CSN Field Observation Packet © CSN Education Department 2017 Page 2

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.

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? Is it warm, inviting, organized,
etc? Describe the physical environment in detail. >>>

The classroom is located outside of the main school building, close to the playground. When you walk in
you see the birthday months with everyones name on it. It’s a pretty big classroom and all the walls are
covered with students work and colorful decor. She has a tall, light up palm tree at the front of the
classroom by the white board. There are posters with motivating quotes and rules posted on the walls.
The room is organized for the most part but her desk does have a lot of their turned in homework, tests
and lesson materials. There are 5 desktop computers in the back of the classroom and a reading corner
with lots of books and comfy chairs.

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. >>>

Mrs. Chamberlain’s class is made up of 18 students total. There are ten girls and eight boys.
Four students get taken out of class a few times a week for 20 mins and get help with reading and math.
There aren’t any ELL students in the class. Although there are many ethnicities like Hispanic, Romanian,
African American and Ethiopian.

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

Classroom Expectations: 1) Show respect 2) Be kind 3) Be positive 4) Work hard

Voice Levels: 0) No talking 1) Whisper 2) Quiet voice 3) Presentation voice

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

These rules are enforced by Mrs.Chamberlain every day in her classroom. If a student doesn't follow the
rules or is off task, she will have them move their clip on the bingo board. It’s tracked by colors. For
example, Green is GOOD, yellow NOT SO GOOD and red is BAD. At the end of the week if they’re still on
green, they get to put their name on the bingo board and on Fridays she will randomly pick out a number.
Mrs. Chamberlain has a treasure box that students get to pick a prize from for good behavior and staying
on task through out the week.

Class Dojo is an instant messaging application that both parents and teachers use to keep track of
behavior, homework and keep in touch.

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<<<

CSN Field Observation Packet © CSN Education Department 2017 Page 4
Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>>
When you walk into the classroom you’ll get a “happy, bright and positive vibe”. The desks are facing the
front of the class and theres a walk way in between them. Theres two round tables where students gather
to do group activities. There is also a book rack where students can pick out something to read if they
finish early. There is a lot of great work on the wall that the students did. Yes, the space is used efficiently.

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

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? >>>
WRITING: I can use information from text to support my opinion in writing. I can organize opinion writing
into paragraphs by main idea and supporting details.
READING: I can identify nonfiction text features and explain their purpose in a text.
MATH: I can organize and read data using charts and graphs.
SCIENCE/SOCIAL STUDIES: Can explain reasons why people immigrate and migrate to different
countries and regions.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
Most lessons are done in whole groups and small groups. Study Island is an application that helps them
with math, writing and reading activities. The class as a whole use their computers to work on the best
answer to the problem, click it and reveal the answer to the class.

She also uses small groups to work together and help each other out. She gives them a packet and they
come up with the right answer within their group.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>
CSN Field Observation Packet © CSN Education Department 2017 Page 5
I would consider her a humanistic teacher. She focuses on individual needs and wants. She’s very
respectful of diversity and culture in her classroom. I would also say she’s a behaviorist teacher because
students know to behave and they’ll get a party at the end of the month. One of her students told me that
if they work hard in class this week and study for the tests coming up , she’ll make them pancakes! How
cool is that? I would definitely do want to show her I’m trying.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> Mrs.Chamberlain knows all her students learn at different paces. Some students need
more attention then others. She’s really sensitive with what she says or reacts to certain situations.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>>
Yes, most of the students are engaged in the lessons. Third graders have a lot of energy but you can tell
they like learning with Mrs. Chamberlain.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
No. Mrs. Chamberlain doesn’t like isolating students. Instead she has them work in groups.

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

Yes, students have a routine every day. There is a specific time in the day where they focus on a certain
subject like math, reading, specials and writing. During that time the students cannot bring up another
subject, this helps them focus and learn efficiently.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>>
From 9:10 - 11 they work on reading and at 11 she walks them to specials where they spend 50 minutes.
After they come back to the classroom and work on “Skill Switch” then they leave the room and go to
lunch. Then for the rest of the day they work on math then reading. It’s easy to transition from subject
because she communicates how much time they have to work on each subject before they have to put
away their materials and switch to the next subject. These transitions are effective because the students
know what to expect.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>>
She yells out “Shark Bait” and the students reply…

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. >>>
1) Students talk out of turn
2) Jumping out of their seats
3) Going to the bathroom or nurse.
4) Unnecessary comments
5) Not following simple instructions
6) Short attention spans

CSN Field Observation Packet © CSN Education Department 2017 Page 6

She’s very patient with her students. When any of these situations are happening, she simply tells them
to either move their clip down or gets their attention and tells them not to do that. Third graders have a lot
of energy so she can tell when they need a little break from work. She takes them outside to the field and
let’s them run and play a quick game. This is a great way to deal with behavior issues, a little bit of fresh
air can make someones day better and help them behave because they feel a sense of gratitude towards
their teacher.

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. >>> When some of the kids have to
leave the room to get the extra help they need, it intervenes with the current lesson they are learning so
they’ll also need help with that later on because they will most likely miss most of it.

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 building looks in really good shape. The black top outside has some cracks but they look like
they have been filled. There is a garden on the field. There are trees on the field and a hill towards
the back. The crosswalks are bright and seem freshly painted with STOP signs in the middle of
the roads.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>>
The halls inside the main building all have some sort of art work hanging or mural. Students art
work and informational projects are hung in the hallways. There are lots of anchors, palm trees
and water paintings. They are mariners so it goes with the theme of the school. The lighting is
bright and the doors all have a little window to peek through. The entrance security is pretty tight
here. First you walk through 2 sets of double doors and you are not able to access the building
unless you first check in through the front office which is to the right. There are a set of metal
double doors after the first two sets and that’s now the traffic is directed to go in and out the
building.

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. >>>

M.J. Christensen Elementary School’s mission is to ensure that all students have the knowledge,
skills, attitudes, and ethics necessary to succeed academically and to practice responsible
citizenship. We provide instruction using the common core curriculum, which results in our
students making great progress in their academics.

Mascot: Mariners

Mariners respect others.

Be a friend to all.

CSN Field Observation Packet © CSN Education Department 2017 Page 7

Use polite language (for example, please, thank you, excuse me, sir, ma’am, I agree, I respectfully
disagree). o Use adult’s names (Mr. ____ , Ms. ____ or Mrs. ____) or sir/ma’am to address and
respond to them.
Listen attentively while others are speaking.
o Look at the speaker. o Track speaker with your eyes.
o Remain silent when someone is speaking, during a presentation, or at an assembly.
Make the right choices. Be polite. Don't cut. Don’t push.
Show good sportsmanship and integrity.
o Don’t brag if you win.
o Don’t show anger if you lose.
o Congratulate participants.
Mariners respect their school.
Help keep Christensen clean.
o Keep desk and work area clean and organized.
o Keep tables and floor in the lunchroom clean.
o Pick up trash and place in the garbage can.
Have Mariner pride at all times.
Mariners respect themselves.
Always be ready to learn.
Always be punctual.
Always be honest.
Always be the best you can be.
Challenge yourself!

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>>
I observed staff and visitor interactions in the office. Everyone seems to be in a good mood and
very friendly. Visitors must always stop by the office first to sign in and get a visitor sticker. Some
students seem to be really attached to their teachers and always look for them to say hi or talk for
a little bit during lunch of recess. While we were walking the students to lunch, they would wave
to other teachers they’ve had in previous years.

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 daily schedule they have has a specific time for “specials” like art, library and music.
CSN Field Observation Packet © CSN Education Department 2017 Page 8
 There is a pull out program, where students go if they need a little more help with a certain subject
(not kids with disabilities). There is a special education classroom for students with disabilities
where they are taught by a special education teacher.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>>
The younger grades K-3 usually gather by the playground because they love the monkey bars!
Fourth and Fifth graders socialize mostly by the covered shaded area in the middle of the two
playgrounds.

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. >>>

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. >>>
Mrs.Chamberlain has high expectations for her students. She used to teach fifth grade and now
she is teaching third graders. She’s really laid back when it comes to students working in groups
because she believes they learn a lot with someone else helping them side by side. She also
doesn’t tolerate students being off task. She has great personality and laughs often with her
class. She doesn’t yell or shame students. She’s always kind but has a sense of authority.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>>
Mostly all students participate. There are 2-3 students that sometimes sit there and won’t work
unless she’s right there helping them individually.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>> She’s definitely a role model to her students. They feel
empowered and able to take control when they’re working in groups. I would say most of her
students are leaders and always help the others that don't understand something. Her tone is
pretty much always the same but she talks to her students with a firm , respectful voice.

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.
Some of these questions were asked in person , so I wrote down her answers like notes. Because of school being
cancelled we weren't able to finish the interview so she emailed me answering them.
Interview Question 1: What was the primary reason you became a teacher? >>>
Always wanted to do it.
Her brother struggled in school so she always wanted to help him. That inspired her to become an
elementary school teacher.

Interview Question 2: What are the main challenges you face as a teacher? >>>
Extra stuff , like SLG (student learning goals)
Filling out forms and data sheets. Writing reports on students.
PPG (profesional performance goals)
Having so many personalities in the classroom.
& adapting.
CSN Field Observation Packet © CSN Education Department 2017 Page 9
Also, having her kids attend the same school she teachers at.

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

It’s a rewarding career. She loves that students still remember her when they’re in high school and come
to visit or have good memories of her teaching them.
The kids that email her from the past. Past students that love her.

Interview Question 4: How do you determine where students sit in class? >>>
Beginning of the year: Groups of low and high achievement levels.
End of year: Behavior
Low achievement levels: Closer to the teacher , in the front.

Interview Question 5: How do you determine the members of any flexible groups? >>>
Flexible groups are most often determined by observation of students during a lesson. My daily math and
reading groups are most flexible and include different kids each day depending on assessment data and
observation during the lesson and guided practice.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>
As a grade level, we have to give common assessments in all subjects and use the same rubrics in
writing. We also have to give site-based assessments determined by administration such as DRA
(developmental reading assessment) and progress monitoring assessments.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>
SLPP (student learning performance plan): Whoever falls under the 40 % after testing , teachers report
that to parents to let them know they are at risk of failing.
every 6 weeks progress report cards.
D or F … twice a year parents get an unsatisfactory report.
Class Dojo is a daily report of how students are doing in class.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>>
The beginning of the year I try to reach out to all the parents with something positive about their child.
But throughout the year, it depends on the child. I have had parents who want daily communication as far
as behavior and missing work/homework. I also try to communicate with parents as often as possible
about positive things.  I send out weekly updates on Class Dojo about upcoming events in the classroom
and provide information on projects.  Class Dojo has made it very easy for parents to communicate more
frequently. 

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>
The goal is to get a grade for each of the core subjects weekly. I get at least one reading, language,
writing and math grade. Writing, social studies and science may be every couple of weeks depending on
the project and then will include multiple grades into one project.
CSN Field Observation Packet © CSN Education Department 2017 Page 10
Interview Question 10: How long does it take to prepare lessons for the day/week? >>>
It really depends on how long you’ve been in a grade level. I taught fifth grade for 10 years and planning
for the next week took about an hour. However when you are new to a subject/grade level it takes much
longer. This year it took me approximately 3 hours between grade level planning meetings, writing lesson
plans, and developing assessments. Most principals

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>
It takes a lot of preparation at the beginning of the year to teach procedures to maximize instruction time.
It is important to have attention getting signals and a lot of procedures in the classroom. My students
don’t sharpen pencils during the day, they get 10 minutes at the beginning of  the day and 10 minutes at
the end of the day. They have hand signals for going to the bathroom and getting a drink of water and
they know that they can’t ask to do either of those during direct instruction. They have labeled folders
and notebooks for each subject and supply tubs on their tables so that they don’t have to get up and
gather supplies. Classroom jobs are also important and save time.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>>
I try to do a lot of positive reinforcement to eliminate behavior consequences. I’ve used a class Bingo
reward system in my room the last few years. Students get to sign their names for doing homework and
following directions in class. Then we do a weekly Bingo drawing at the end of the week for treasure box.
I also use Class Dojo points and give rewards for every 25 points throughout the year. I tried a clip
system in class this year as well when I switched to 3rd grade to give students a visual to keep track of
their behavior. They moved their clip up or down depending on their behavior choices and usually this is
enough to keep them on track. This is also tied to signing your name on the Bingo board. I’ve found over
the years, keeping your classroom engaging is key to eliminating a lot of behavior problems.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
Our specialists are required to reinforce our classroom instruction with writing assignments. PE, Music,
and library all have to assign writing tasks throughout the year and monitor student progress.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>>
Our administrator’s goal is to come in once per month for at least 15 minutes. We have to conference with
administration after each observation and make note of which NEPF (Nevada Education Performance
Framework) standards and indicators we hit during the evaluation. Each standard and indicator must be
observed at least once throughout the year and evidence must be uploaded to our observation folder.  We
also have one formal observation per year. The formal observation must have a preconference and post
conference to go over the lesson. There is also an NEPF tool for professional responsibilities.

CSN Field Observation Packet © CSN Education Department 2017 Page 11

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>
On the observation tool, you get a 1-4 in each standard/indicator. 1-2 are unsatisfactory and 3-4 is
satisfactory. If you have 1-2, I believe they have to document why you are not satisfactory and help you
improve in those areas through training or mentor teachers. If you have multiple evaluations that are
unsatisfactory without improvement you can lose your job. (Sorry, I don’t really know all the details of
unsatisfactory evaluations.)

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? >>>
We get a lot of professional development through RPDP (regional professional development program).
They provide us training in math and writing instruction. We also have a great PTA at our school that
raises a lot of money and puts as much of it as possible back into the school. They help pay for field trips
and educational websites/programs we use.

Interview Question 17: What surprised you most about teaching as a profession? >>>
So many things! How fast the days fly by and how important it is to plan and really stick to your schedule.
It is so easy to take an extra ten minutes for math and fifteen minutes in reading and then have no time for
writing or other subjects. You can easily fall way behind in pacing. My first year I really had to work on
time management.
Also, how much you’ll love and feel for your kids. How you’ll stay awake at night worrying about them
and thinking about how to help them. It’s such an emotional job :)

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.

>>>Mrs.Chamberlain is doing a math lesson in class. There is this really distracted student sitting in the
back of the classroom. Everyone seems to be paying attention and participating. The lesson is being
done on their classroom laptops, theres a problem shown on the big screen with multiple choice
answers. All the students are supposed to answer and Mrs.Chamberlain will reveal the answer and see
who got it right or wrong. This student is playing with his coat and pencil. He seems uninterested and
keep yelling out “I got it right”! He’s pressing any button and not really trying to solve the problem. He
also is distracting his neighbor but she’s not having it. She seems to like learning so she’s ignoring him.

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

>>> The reason I chose M.J. Christensen was because that’s the school I attended when I was younger
and my life changed when I started third grade there. Both of my siblings also attended here and they had
Mrs.Chamberlain. They loved her so much and appreciated all her hard work and help. Watching the kids
and working hands on with them really helped me get a better understanding of what I’ll be doing as a
teacher. Some of these kids are so intelligent and know all the answers and understand the lessons right
away and others need a little more help. I got to work with them in groups and help them with their work.
They all had a lot of good questions for me like “why do you want to be a teacher?” and would follow with
“that’s a lot of work” so they know they’re a handful. I believe it was the last day I was there and I was

CSN Field Observation Packet © CSN Education Department 2017 Page 12

doing a work sheet with 3 students. One of them came up to me and gave me a big hug and said to me
“you’re going to be a great teacher” and that made me tear up because he was the one kid that reads at a
kindergarten level. He just needed someone to read the problems to him and help him figure out the
answer. Mrs.Chamberlain has a lot to handle in her classroom and I’m sure when I become a teacher I’ll
have that awesome feeling when that student gave me that hug. Overall, it was a wonderful experience
and I cannot wait to come back and volunteer next year.

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 13

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: >>> Intro to Elementary Education 201

CSN Professor: >>> Steve Saladino

CSN Professor’s phone: >>> 702-799-4390

CSN Professor’s email: >>> greggwr@nv.ccsd.net

Student’s name: >>> Carmen Sanchez-Arenas

Student’s email: >>> ilycarmen123@gmail.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 14

TIME LOG - CSN Field Observations

CSN Student: >>> Carmen Sanchez

CSN Instructor: >>> Steve Saladino

CCSD School Assigned: >>> M.J. Christensen

CCSD Cooperating Teacher: >>> Wendy Chamberlain.

CCSD Grade/Department: >>> 3rd grade

CCSD School Principal: >>> Angela Jacobs

CCSD School Phone & Fax: (702) >>>799-4390 (702) >>>799-1413

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

2/25/2020 11 AM 3:21 4.21 HOURS

3/3/2020 11 AM 3:21 4.21 HOURS

3/5/2020 11 AM 3:21 4.21 HOURS

12.63

TOTAL HOURS:

CSN Field Observation Packet © CSN Education Department 2017 Page 15

Cooperating Teacher Signature: _______________________________ Date: ___________________

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

Please complete the following evaluation using the Performance Indicator Scores below (with the student) once
the total observation hours are met. Your constructive comments are extremely valuable to the student. This page
should be returned to the student along with their Time Log. If you prefer to fax or mail the completed documents,
you may do so by sending it to the CSN Professor’s attention via Fax: (702) 651-4908 or through regular US mail
to:

CSN North Las Vegas Campus - Education Dept.

3200 E. Cheyenne Ave.
Las Vegas, NV 89030-4228
SORT CODE CYS-222

Enter the appropriate “Performance Indicator Score” in the spaces below

(4)=exemplary (3)=consistent level (2)=not consistent (1)=lacking

_____ Professional appearance, adherence to CCSD dress code

_____ Reliability, punctuality

_____ Communicates effectively with teachers and staff

_____ Demonstrates manners, graciousness

_____ Reflects upon observations using critical thinking

_____ Demonstrates enthusiasm and curiosity toward the profession

_____ Models respectful behavior with students

_____ Uses appropriate language

_____ Exhibits pre-service educator success indicators

Comments:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

Cooperating Teacher’s Signature: __________________________________ Date:__________

CSN Field Observation Packet © CSN Education Department 2017 Page 16