CSN Education Department - Field

Observation Activities Packet

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Greetings Future Educator,

One of the most rewarding aspects of EDU 201 , EDU 2O2 and EDU 203 is the oppodunity 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 schoolfrom 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: >>>

CSN Course: >>>

Professor: >>>

Professor's email: >>>

CCSD School: >>>

Cooperating Teacher: >>>

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 Educatron 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 lnitial 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.neVschools/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. lt 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 lnteractrM from our Field
Obseruation 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...

lntroduce 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 lntroduction to Education
class. Show the teacher this "Field Observation Activities Packet", as well as the last 3 pages which contain the
"Cooperating Teacher lnformation", the "Time Log" and o'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 EDUCAf,ION FIELD EXPERIENCE GUIDELINES

Standards of Conduct
You are student representatives of the CSN Education Deparlment 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). ln case of illness or emergency,
you must contact the assigned school and let them know you wilt not be in attendance on that day so thJy can
notify your cooperating teacher.

Relationships
You should exercise respectful discretion when voicing your personal views. lt 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. lt 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.
CSN Fleld Observation Packet @ CSN Educafion Department 2017 Page 2
Dress Code
a dress code for
CSN Department of Education wants you to be a success. Therefore we have established
requirement in the assigned school district. Appearance creates credibility;
students fulfilling their observation
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
o Shoes and socksthat coverthetoes and heels

Females:
r Shirts or blouses that cover the shoulders & waist; no see-through or mesh
. Sweaters worn over shirt
o Pants, pantsuits, khakis, trousers, slacks (no sagging, rips Or tears)
. Jumpeis, dresses, skirts (in length from 2" above the knee to the ankle)
o Shoes and socks that coverthe toes and heels
. Leggings worn under dresseslskirts/jumpers
Simple jewelry or none
'o
Little {daytime} make'uP
clothing, warm-ups,
Not Aeceptable Attire: jeans, shorts, tank tops, halter tops, muscle T-shirts, tight fitting
no head covering except for
sandals, flip flops, stilettos; no cleavage showing, no sagging or frayed hems;
hair colors/styles. Undergarments and
religious reasons, such as a yarmulke or turbanjike. No nontraditional
perfume. principallsupervisor kas the sole
tattoos should be covered. Re*ore facial jewelry. No "School
discretian an questionable clathing or appearance that distracts from student leaming-

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

Professional Gonduct:
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)
"studentConfidentialityStatement" (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.

O CSN Educafion Department 2017 Page 3

CSN Fleld Observation Packet
 arrivar, take a seat in a nonintrusive rocation to begin your classroom
ASSTGNMENT I {observations}: After
observations. Complete the questions below;
organized,
of the crassroom environment? ls it warm, inviting,
observation 1: what are your first impressions
Ou""ribe the physical environment in detail' >>>
"rc2
temperature, and inviting' students and the teacher
Mrs. Bernier,s classroom is colorful, a comfortable into
is very organized and appears to be instilling that
work together to keep the room clean. Mrs. Bernier
her students.
3
classroom, there is a total of four 6-student desks,
Each desk fits up to 6 students . ln Mrs. Bernier,s containing
as wefi as during centers, a rarge table
sma,er and ta*er tabres that are used during breakfast
is Se middle of tlie wall in the front of the class'
2
four new computers, Mrs. Bernier's f--st apel desk
in
and Elmo desktop projector, a play kitchen, a kidney
smartboards,2 Hitachi ceiling mounted t;;iectors, and some for the students use)' 2 bathrooms'
for the teacher
table and chairs, s.reral boofshelves lsome that it might need! Such a great set-up!
2 waterfountains, and 2 sinks. This room is not lacking anything
the crass, including gender, ethnicity, ELL, students with
observation 2: prease describe the student make-up of to note' >>>
and any other apparent attributes that are important
physical challenges,

The make-up of the class is mostly Hispanic females'

e Female- 11
rMale- 1O
rHispanic- 17
rCaucasian- 2
rAftican American- 'l
rPacific lslander- O
rAsian- 0
rOther- 1
rELL-7
rIEP- 1
rPhysically Ghallenged' 1
oBehavioral lssues- 2
Observation 3: What are the posted ctass rules in the room? (exacfly as written) >>>

1. Try your best

2. Follow instructions the first time
3. Wait your turn to talk
4" Be safe
5. Respectyourself, others, and your school.

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

Yes, Mrs. Bernier enforces her her class rules and is very consistent with them. The school and every staff
member at Helen Herr uses the program PBIS (a point reward system that points can be exchanged for
rewards). Students are always excited and strive to do the right things in order to earn points. lf Mrs.
Berniers students are not complying to her rules she will give a warning, take points back, loss of choices
(she is very big on giving students multiple choices in different matters), calls to parents, entering Minor
lncident Reports or Referrals into lnfinite Gampus.

ASSIGNMENT 2 {Classroom Layout): Use graph paper or drawing software to create an accurate overhead
view, labeled drawing, of your asslgned c/assroorn before answering the questions below

CSN Field Observation Packet @ CSN Education Department 201 7 Page 4

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

After the initial math meeting, small groups are called to work with Mrs. Bernier on Math. The rest of the
students work in groups at different Math Stations in predetermined groups. Each station incorporates
Math and focuses on what is currently being taught in Mrs. Bernier's lessons. There are I stations and
each group is at one station tor 20 minutes before an alarm sounds and the students clean up after
themselves and move in a counter clockwise order to the next station.

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

ln my opinion, the classroom layout that Mrs. Bernier has constructed is very effective. I do not think that
any changes can be made to make improvements.

ASSIGNMENT 3 {lnstruction}: Observe any instructional time in your assigned classroom, and record your
observations when presented with the questions below:

lnstruction Question 1: What is the posted daily schedule for different subjects or periods? >>>

8:55- Breakfast
9:15- Math
1O:15- Specials
11:10- Language/Writing
12:00- LunchlRecess
1 2:4O- Science/Social Studies/Health
1:05- Literacy
2:00- Recess
2:15- Number Talk
2:25- Literacy
3:26- Dismissal
CSN Field Observation Packet @ CSN Educatlon Depaftment 2017 Page 5
 groups, individual? >>>
lnstruction Question 2: ls instruction done in small groups, centers, whole
This begins as a
I observed during math instruction between 9:15-10:15 in the morning'
For this question,
then by 10's. students answer
whole group instruction where the entire class counts to 100 by ones and
grade. Then, students are
questions about why it is important to know how to count to 10O before first
from 2O to 0 for her students
instructed to get their whiteboards and markers (Mrs. Bernier counted back
to her students) to
to get their materials ad be back seated on the carpet, expressing her expectations
then Mrs, Bernier works out
work out word problems. Each student solves the problem on their own and
problems they break off into their
the problem with the entire class. once students complete two word
predetermined small groups to work through math centers. Today's main focus was
subtraction with
numbers 0-20.

style? >>>
lnstruction euestion 3: How would you describe your cooperating teacher's teaching

on an
Mrs. Bemier teaches with love. She is caring and knows how to handle each of her students
she is very
individual level. she has formed bonds with each of her students. while Mrs. Bernier is loving,
firm. She states her expectations of them regutarly and her students know that she will follow through
with whatever she says. lf a student is told, "stop blowing that whistle in class or it will be thrown away",
most of her students will stop blowing the whistle. lf they do not stop, she will not hesitate to follow
through with what she had told them and she willthrow it away.

lnstruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? lf so, give
examples. >>>

Yes, she does. Mrs. Bernier will teach the same subject in a few different styles to make sure that
everyone in her class understands the materials being presented. She willthen move into hands on
learning to practice what has just been taught. For example, Mrs. Bernier was explaining the long "O"
sound to her students, then she showed her students several examples of long "O" words. She then had a
short reading competition between the boys and the girls (who could read the most long "O" words
correctly), the reward being PBIS points, and then transitioned into partner reading of the students long
t'O" book.

lnstruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>>
Yes, Mrs. Berniers class was showing full participation throughout my observation. At some points, a few
students became distracted, but Mrs. Bernier was able to easily redirect his/her attention. Mrs. Bernier
also gives incentive for correct answers to her questions which motivates her students to pay attention.

lnstruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>

Non all students are seated together and padicipate wellwith each other.

lnstruction Question 7: ls instructionaltime managed efficiently? Please explain >>>

Yes, Mrs. Bernier has a very tight instructional schedule and she is very organized with her time
management.

CSN Field Observation Packet O CSN Educatlon Department 2017 Page 6

 handle transitions from one subject or period to
lnstruction euestion g: How does the cooperating teacher
another, and are these transitions efficient? >>>

the crass wiil be transitioning to, states

Mrs. Bernier transitions between subiects by announcing what
I do believe that this is an effective way
her expectations for the transition, and then starts the transition.
to deal with Kindergarten transitions'

"attention getting" commands? (Ex:

lnstruction Question g: List ways that the teacher attempts any
Countdown,Lightflicker,HeadsonDesk)Howeffectivearethey?>>>

of the phrases that she will also use are

Mrs. Bernier will countdown to get her classes attention. some
as follows:
. "1,2,3: back to me"
o "eyes up!"
The class will show her that they are listening by having their eyes
on her and being silent or repeating
at the proper time- she
the phrase that she has said. I think that both of these are efficient when used
uses each at the correct times.

the
lnstruction euestion 10: What specific behavior issues does the teacher have to deal with? How does
teacher dealwith these behavior issues? Be specific. >>>

Mrs.
One of Mrs. Bernier,s students throws temper tantrums when she does not get what she wants.
Bemier reminds her that we have certain schedules and rules that we must follow. She also reminds the
student that we don,t always get what we want.This student in pafticular gets over her tantrums quickly
after this, especialty if she is not getting any further attention by throwing the tantrum. After speaking
with the student's mother, Mrs. Bemier found that the student had just started speaking and
communicating verbally in the summer before the school year (2018). Mrs, Bernier was able to deduce
that the student is still learning to express how she is feeling and what she may be needing or wanting.
This has helped Mrs. Bernier in how she approaches this student behaviora! issues.

lnstruction Question 11: Are there any policies or procedures in place that help or hinder instructionaltime? lf
so, explain them and how they help or hinder use of instructionaltime. >>>

Mrs. Bernier has a procedure that she uses to help her students be able to concentrate better throughout
the day. After her students have worked hard for a certain amount of time, she will reward them with a
sholt "Brain Break". This brain break will sometimes contain a video with a song and a silly/fun dance and
only lasts about 5 minutes. After the students their Brain Break, they sit back down and move onto the
next instructional activity. This truly helps the students to get their *wiggles out" so that they are able to
focus better.

ASSIGNMENT 4 (Culturel: Using the information provided below, carefully obserue and evaluate the culture of
the school where yau are assigned to obserue. 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.

CSN Fleld Observation Packet o CSN Educatlon Department 2017 Page 7

 1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking lot,
crosswalks, gates, signs and symbols. >>>

Helen Herr Elementary was built and opened in 1991. Most of the signs around the school are
faded, cracked, and hard to read. The grounds are in the process of being updated, new
landscaping was put in over the 2018 summer break, as well as 2 new gardens and a new staff
parking lot.

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

The parking lots are clean, as are the classrooms, hallways, and bathrooms. The hallways are
colorfutled and filled with student work and well lit. The new building, that was also built over the
2018 summer break, has great lighting with several high placed and large windows. The two older
buildings have little lights due to a lack of windows that are far too small.

Culture of the School: Read, listen and obserue to determine the climate, values, and atmosphere within the
school.

1. ldentify the school's mission statement, motto, and mascot. >>>

Mission Statement: "Helen Herr Skyhawks learn and lead with love to create a legacy of success!"
Motto: "Mission Possible: Together We Make it Possible."
Mascot Skyhawk

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

The front office staff is very friendly to visitors. They are helpful and kind. They will also be firm
and stand their ground, support their staff and teachers, when faced with a difficult visitor or
parenUguardian.

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? >>>

While Helen Herr does have a seperate class for SPED students, that class is for students with
severe metal, physical, or behavioral ailments. However, the students are still included at grade
level for things such as Specials and Lunch/Recess. Their are Aids and other teachers that will
pull students that have IEP's from their normal classes for one on one work with them. Most IEP
students are in regular education classes.

4, Observe student-to-student interactions, inside and outside of the buitding. Observe where students
gather to socialize - lunchroom, halls, playground, etc. >>>

Kindergarten does not really gather in any particular place. They have a designated are and all
students play together regularly. They are always running and on the move in random groups.
Some days one group of friends is inseparable and the next they aren't friends, the following day
they are allfriends again.

5. Examine school traditions, achrevements 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. >>>

CSN Field Observation Packet @ CSN Education Depattment 2017 Page 8

 The main hallway of the school is covered with awards and recognition for many different
categories. There are a few different traditions for Helen Herr Elementary. For example, there are
annual Trunk or Treat Fests, Field Days, and Spring Carnivals.

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. Bernier expects that all students try their best in everfihing that they do. She expects her
students not to talk while she is talking and to have things done in a timely manner. Her
interactions with her students are generally kind, goofy, and loving. She is stern when she needs
to be. Mrs Bernier's personality is caring, loving, tough, and she really wants to make a difference
in her student's lives.

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

During the instruction that I was observing at the time that I wrote my response to this question,
Mrs. Bernier had full participation. She has a jar full of popsicle sticks with students names, each
at least 3 times in the iar, that she uses to call on her students to answer questions. As Mrs.
Bernier explained, having their names on more than one stick keeps them on their toes because
they know that they could be called on severaltimes within one activity. Regardless of this, many
students were unable to answer the question at hand. Mrs. Bernier then asked the class as a
whole to answer or'nhelp" the struggling student.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>>

ASSIGNMENT 5 (Cooperating Teacher lnterview): Complete the questions below by interviewing your
cooperating teacher during a convenient time. lnclude any school documents that your cooperating teacher wilt
allow you to photocopy for your packet.

lnterview Question 1: What was the primary reason you became a teacher? >>>

Mrs. Bernier said, "l became a teacher because I wanted to make a difference."

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

"There are many challenges as a teacher but the main challenges are lack of support. There is often a
lack of support from parents, society and administrators.,'

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

"The best part about teaching is seeing children discover new things.',

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

"l usually try to do a mixture of ability levels. I try to sit a high, high-middle, middte, low-middle and low all
at the same table."

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

CSN Field Observation Packet O CSN Education Department 2017 Page 9

 determine members of flexible groups by assessments that have been given. Some students may be
,,1

part of multiple groups depending on strengths and weaknesses-"

lnterview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>

,,1
use the kindergarten essential skills assessment, Core Phonics and a lot of formative assessments."

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

,,We send out progress reports every three weeks. Other than that, we are encouraged to communicate
with parents as needed."

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

,,ln kindergarten I interact with parents almost every day. On a day to day basis it is usually casual
conversations. lf I need to have a more in depth conversation with them I ask them to setup an
appointment.n'

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

complete about two grades per week for reading and math and one a week for either science, social
,.1

studies or health."

lnterview Question 10: How long does it take to prepare lessons for the daylweek? >>>

"lt really depends but on average 2 hours per week."

lnterview Question 11: What procedures or strategies do you use to maximize instructional time? >>>

,,A lot of time is lost in the transitions. So I make sure the students understand the "rules" for transitioning

from activity to activity. I use a bell to signal movement and I wil! also count down for them."

lnterview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>>

"l like to use ClassDoio for a points system. Now we have PBIS which is also a point system. The
students can earn points for good choices and with the points they can buy items from treasure box. I
also use positive praise and make an example out of the students who are making good choices. For
kindergarten students usually a verbal warning or a stern look is enough of a behavioral consequence."

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

"Honestly, we don't really collaborate with them. They have their standards that they follow."

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

csN Field Observation Packet @ CSN Educatlon Depaiment 2017 Page 10

 to evaluate my
am evaluated a few times ayear,The administrators use the NEPF (educator framework)
,,1

performance."

>>>
tnterview euestion 15: What consequences are there if your evaluation is not favorable?

,,1
am not really sure because all of my evaluations have been satisfactory."

or professionally from
lnterview euestion 16: What types of support do you receive instructionally, financially,
the school, parent organization or school district to enhance instruction? >>>

,,We have many trainingsfor instruetional and professional support. Financially, there is no extra suppod'
we do not have a parent organization to offer any additional support."

lnterview euestion 17: What surprised you most about teaching as a profession? >>>

"l was most surprised by the lack of support and disrespect for teachers"'

ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom during an
extended period of direct initruction. Detaitwhat was going on in the environment, and what
you observed the
student daing white the lesson was being given. Make sure to document ALL behavior in relationship to what was
being preseitea Ay the classroom teacher. P/ease describe the setting, fhe /esson that was given, if the student
was on task and engaged in the lesson, and what you uncovered about putting yourself in a /esson from the
studenf's point of view.

>>> The student that I observed is one that I have briefly talked about before. The environment is calm
and intent on the learning at hand. Mrs. Bernier is teaching a subtraction lesson and most students are
fully into the lesson. This student however is playing with her pencil and eraser, she is completely
distracted. Mrs. Bernier has attempted to redirect her, but she seems to be tired today and keeps easily
becoming distracted again. After redirecting the student several times, Mrs. Bernier took PBIS points
away from the student and no longer paid any mind to her because it was becoming distracting from the
rest of the class for her to keep interrupting instructional time to redirect the student.

ASSIGNMENT 7 (Summaryl; Thoroughly summarize and reflect upon your entire 10 hour Field Observation
Placement.

I am so thankful that I was able to observe with the wonderful people that I get to work with on a daily
basis. I have learned a lot from Mrs. Bernier and I am so excited to start using some of her suggestions in
my own small groups. My principalwas very cooperative and we were able to work out observation and
work times very efficiently and easily. I know all of the students that I observed in my time with Mrs.
Bernier, but I got to see new sides to many of the students as well as Mrs. Bernier. This was a wonderful
experience and I am really looking {orward to my time Student Teaching.

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 2A17 Page 1i