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: >>> Jenessa Phillips

CSN Course: >>> EDU 201

Professor: >>> Susan Bridges

Professor’s email: >>> susan.bridges@csn.edu

CCSD School: >>> J. Marlan Walker Elementary School

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Cooperating Teacher: >>> Ashley Buttle

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.
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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
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hems; no head covering except for religious reasons, such as a yarmulke or turban-like. No
nontraditional hair colors/styles. Undergarments and tattoos should be covered. Remove
facial jewelry. No perfume. *School principal/supervisor has the sole discretion on
questionable clothing or appearance that distracts from student learning.

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

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

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

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

ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin

your classroom observations. Complete the questions below:

Observation 1: What are your first impressions of the classroom environment? Is it warm,
inviting, organized, etc? Describe the physical environment in detail. >>>
The classroom is extremely engaging and friendly. There are a lot of colors and stuffed
animals that would engage the little kids. It is warm and inviting with colorful banners,
funny pictures, big posters, a colorful rug, tables with names and supplies, and many toys
around the room.

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. >>>
There are more boys than girls, but the boys do not greatly outnumber them. Most of the
kids are white, but there are some Latinos. There seem to be no students with physical
challenges.

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Observation 3: What are the posted class rules in the room? (exactly as written) >>>
Rule #1: Follow directions quickly.
Rule #2: Raise your hand for permission to speak.
Rule #3: Raise your hand for permission to leave your seat.
Rule #4: Make smart choices.
Rule #5: Keep our dear learning community happy!

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences
being used for compliance or noncompliance? >>>
The teacher will put the student’s name on the board and if the negative behavior
continues, she adds check marks. Adding check marks could result in a loss of recess or
loss of participation in Fun Friday. She also has a reward system for good behavior. Each
student has a ticket where they can earn stars for following directions. After a certain
number of stars are earned, the students can move up a level. The higher the level, the
more stars they need. The teacher also lets students move up a level if they complete on of
their class goals. For example: One student struggles with hitting others, so they make a
goal to not hit anyone that day. If they accomplish that goal, they get a star.

ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an

accurate overhead view, labeled drawing, of your assigned classroom before answering the
questions below

>>>INSERT YOUR DRAWING HERE<<<

Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently? >>>
Yes, I think the space is used efficiently. There is a big open space for a library with an
alphabet rug. There is a small whiteboard on a stand with vocabulary words, there are
stuffed animals and other sitting spaces. On the right side of the room is a row of
computers and next to that is the teacher’s desk. In front of her desk are rows of tables for
the children to sit at and in front of them is a smart board. On the left side of the room is a
half-circle table for the teacher to work with students individually, as well as a table to do
crafts on.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the
room be improved? >>> I do not think the classroom layout needs to be changed much. The
teacher uses the space very well and it is very engaging to look at.

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?
>>>
There is no posted schedule, but there is a schedule for mornings and a schedule for
afternoons. For mornings, everyday the kids watch sight work videos and write them on
small individual white boards. After, they are given instructions for writing and are
dismissed to centers. They then come together to learn a math unit and are once again
dismissed to centers. I was not able to visit during the afternoon to see that schedule.

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Instruction Question 2: Is instruction done in small groups, centers, whole groups,
individual? >>>
The teacher teaches the whole group, but afterwards they break into small groups to
practice what they learned.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
>>>
My cooperating teacher’s teaching style is whole brain. She incorporates this teaching
style by having the kids answer as a whole group. For example, the teacher has rewards
and punishments for the whole group. If they are all good, they get a good point, and if they
are all bad they get a bad point.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples. >>> The teacher did not really include sensory modalities,
except for at the end of the day where the students are able to play with kinetic sand that
the teacher had in a table.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain. >>> The students do seem engaged in the lesson. The teacher
puts on videos that engage the kids in songs and dances. Afterwards, the teacher goes
over the information with them and eventually has all the kids “teach” the others. When
called on, they stand on the table and are given a ward they need to explain. The other
students repeat back what the student teacher has said. Then they are dismissed to
centers.

Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why? >>>
Students can be isolated from others if they are behaving badly. One girl was put at a desk
away from the others because she was yelling at everyone.

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

I think the instructional time is managed very well. The teacher does a good job of
engaging the kids in fun ways, even when they are learning.

Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions efficient? >>>
The teacher has the students return to their seats before every center switch, and then
checks their work. Then she dismisses them to the next center or subject. I think these
transitions are efficient and keep the students’ attention.

Instruction Question 9: List ways that the teacher attempts any “attention getting”
commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they? >>>

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Some “attention getting” commands the teacher uses are: “Yo, yo, class? = Yo, yo yes?”,
“A, la, la, la, la class? = A, la, la, la, la yes?”, “Puhlease = Ohhhkay”, “Thank you = You’re
welcome”, and “Class, class? = Yes, yes?”. I think for the most part these commands are
effective. They get the students attention and it seems like everyone responds and stops
talking when they are given.

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. >>>
Some behavioral issues the teacher must deal with is hitting, yelling, and running around
the classroom. The teacher is very direct and no-nonsense about these behaviors. She
might take away recess, centers, write their name on the board, or put them at a desk far
from everyone else.

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. >>>There are no policies that affect the instructional time.

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. >>>

2. Next, study the interior of the school: halls, floor coverings, lighting, doors,
windows, hall colors and decorations and entrance security. >>>

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. >>>

2. Analyze staff and visitor interactions in the main office. Note student and faculty
interactions in other areas of the school. >>>

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? >>>

4. Observe student-to-student interactions, inside and outside of the building.

Observe where students gather to socialize – lunchroom, halls, playground, etc. >>>

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 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. >>>

2. Evaluate the level of student participation in the class. Who participates? Who
does not? What modifications, accommodations, and/or inclusion techniques were
observed? >>>

3. Evaluate the interactions between teachers and students, rapport, cohesiveness,

distribution of power, tone, frequency and reinforcements. >>>

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? >>>

Interview Question 2: What are the main challenges you face as a teacher? >>>

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

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

Interview Question 5: How do you determine the members of any flexible groups? >>>

Interview Question 6: Beyond standardized testing, what assessments do you use

regularly? >>>

Interview Question 7: What requirements are placed on you for reporting progress to
parents? >>>

Interview Question 8: How often do you interact with a student’s parents in person, and
what type of discussions do you typically have? >>>

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

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>

Interview Question 11: What procedures or strategies do you use to maximize instructional
time? >>>
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Interview Question 12: What positive reinforcement programs have you had success with,
and what behavioral consequences seem most effective with this age group? >>>

Interview Question 13: How are specialist teachers involved in the instructional planning
process? >>>

Interview Question 14: How often are you evaluated, and what measurement tool is used by
the administration for determining your teaching performance? >>>

Interview Question 15: What consequences are there if your evaluation is not favorable?
>>>

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? >>>

Interview Question 17: What surprised you most about teaching as a profession? >>>

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.

>>>

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

>>>
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)

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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

CSN Professor: >>> Susan Bridges

CSN Professor’s phone: >>> 248-240-0372

CSN Professor’s email: >>> susan.bridges@csn.edu

Student’s name: >>> Jenessa Phillips

Student’s email: >>> Jenessa03@gmail.com

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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.

TIME LOG - CSN Field Observations

CSN Student: >>> Jenessa Phillips

CSN Instructor: >>> Susan Bridges

CCSD School Assigned: >>> J. Marlan Walker Elementary School

CCSD Cooperating Teacher: >>> Ashley Buttle

CCSD Grade/Department: >>> Kindergarten

CCSD School Principal: >>> Jolinda Imlay

CCSD School Phone & Fax: (702) 799-0570 (702) 799-0537

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER

3/6/2020 9am 11am 2 Hours

3/12/2020 9am 11am 2 Hours

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 TOTAL HOURS:

4 Hours

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:
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Cooperating Teacher’s Signature: __________________________________ Date:__________

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