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: >>> McKenzie Turley

CSN Course: >>> EDU 201-1001

Professor: >>> Steven J. Saladino

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

CCSD School: >>> Grant M. Bowler

Cooperating Teacher: >>> Vanessa Fullman

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
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assigned cooperating CCSD teacher. School locations and other information can be found on the CCSD web site
at http://ccsd.net/schools/contact-information/

2. Pre-plan for an on-time arrival, and make sure that all interaction with CCSD employees and students is
respectful, courteous, and professional. You are a guest in their school, and a representative of this class and the
college. CCSD is allowing you to visit their school to further your understanding of the teaching profession. It is
imperative that your actions reflect a willingness to learn, and are reflective of a future professional educator.

3. The first half of your field observation/experience will be centered around learning about the school you were
assigned, and focusing on the general and unique characteristics of its culture. You will be looking at and
reflecting upon things that are going on in the classroom at the school level that you were assigned. You are
simply observing during this time. Your cooperating teacher will give you guidance on how your experience can
be expanded beyond simple observations, when he/she feels comfortable with your professionalism and skills.

UPON ARRIVAL THE FIRST DAY…

Check in at the school office and let the Office Manager know that you are a CSN Education student who has
been placed with a cooperating teacher at their school for Field Observation. Be patient while the information
you’ll need is located by the Office Manager. The request for placement came through Interact™ from our Field
Observation Coordinator, and has been pre-approved by the school’s administrator. During this initial visit, some
of you may be sent directly to the classroom to meet your cooperating teacher, some of you may be given contact
information for the cooperating teacher, and then will return on a different day for your first classroom visit.

UPON ARRIVAL TO THE CLASSROOM…

Introduce yourself to your assigned Cooperating Teacher. Since this is your first visit, ask the teacher where
he/she would like you to sit while you complete your observation hours for this CSN Introduction to Education
class. Show the teacher this “Field Observation Activities Packet”, as well as the last 3 pages which contain the
“Cooperating Teacher Information”, the “Time Log” and “Field Observation Student Evaluation” pages.
Let the teacher know that you will be taking notes during the observation for your packet assignments, and that
you will be asking him/her to verify your hours of attendance, and evaluate your participation once the total
observation hours are complete.

DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

Standards of Conduct
You are student representatives of the CSN Education Department and the teaching profession. Candidates are
expected to maintain high standards of personal and professional ethics.

Attendance and Punctuality

Regular attendance and punctuality are mandatory. Once you plan a schedule with the
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You are expected to
sign in and out at the school (as required by the school office and/or program). In case of illness or emergency,
you must contact the assigned school and let them know you will not be in attendance on that day so they can
notify your cooperating teacher.

Relationships
You should exercise respectful discretion when voicing your personal views. It is important that your demeanor
and opinions remain confidential. Under no circumstances can information about any students be released to, or
discussed with, any unauthorized person. It is forbidden to have any contact with students outside of the
classroom you are assigned. This restriction also includes CSN students contacting CCSD students using any
electronic means or through the use of social media.

Dress Code
CSN Department of Education wants you to be a success. Therefore, we have established a dress code for
students fulfilling their observation requirement in the assigned school district. Appearance creates credibility;
make a good first impression by dressing professionally.

Required Acceptable Attire:

Males:
• Shirts with collars
• Ties (optional) with button down shirts
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 • Khakis, trousers, slacks; belts if pants have loops, (no sagging, rips or tears)
• Simple jewelry
• Shoes and socks that cover the toes and heels

Females:
• Shirts or blouses that cover the shoulders & waist; no see-through or mesh
• Sweaters worn over shirt
• Pants, pantsuits, khakis, trousers, slacks (no sagging, rips or tears)
• Jumpers, dresses, skirts (in length from 2" above the knee to the ankle)
• Shoes and socks that cover the toes and heels
• Leggings worn under dresses/skirts/jumpers
• Simple jewelry or none
• Little (daytime) make-up

Not Acceptable Attire: jeans, shorts, tank tops, halter tops, muscle T-shirts, tight fitting clothing, warm-ups,
sandals, flip flops, stilettos; no cleavage showing, no sagging or frayed hems; no head covering except for
religious reasons, such as a yarmulke or turban-like. No nontraditional hair colors/styles. Undergarments and
tattoos should be covered. Remove facial jewelry. No perfume. *School principal/supervisor has the sole
discretion on questionable clothing or appearance that distracts from student learning.

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

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

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

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

ASSIGNMENT 1 (Observations): 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 very organized and decorated with many posters and places for different items that the students
use in different topics. The teacher has decorated this classroom with a desert theme, and uses succulents on
posters for the students absent/present chart, table numbers, and the alphabet at the front of the class, as well as
posters of them to accent different spots in the classroom.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL, students with
physical challenges, and any other apparent attributes that are important to note. >>>
The class is made up of 6 girls and 2 boys, only one student is not white, and none seem to have any physical
challenges or require special help.

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Observation 3: What are the posted class rules in the room? (exactly as written) >>>
I do not see any rules posted; I believe rules are set by the teacher telling the students rather than them reading
it.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>>
I see a sign on the wall by the door that has clothespins with the student's names on them. They start at “ready to
learn” and they can go up to “good choices,” “awesome behavior,” and “super student,” or it can move down to
“think about it,” “teacher’s choice,” or “parent contact.” The teacher will often give a small warning to students that
are not following rules.

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? >>>
This school does have small classrooms, and because of social distancing rules all the students have to be
spaced out more than they would have been in the past. With that in mind, I do believe the space is being used
efficiently, there is room for all of the students to be able to move around for activities, there is a space rug at the
front for the students to sit on to play games together (like war with cards made of change) a space for their
backpacks, and cubbies for storage.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>>
If we did not have to social distance, I would have the children sit in larger groups at a table to provide more
space to walk around tables and desks.

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? >>>
8:50- Welcome
9:00- Math
10:10- Reading
11:15- Lunch
11:55- Writing
12:50- Recess
1:50- Daily Activity (Art, Library, P.E.)
2:30- Science
3:00- Clean Up
3:11- Home Time

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
This classroom uses all different sizes of groups for different types of activities.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>
She has a very flexible approach to teaching. She uses many different styles of teaching for her lessons, and is
able to say or show a student how to do something in a couple of ways, so the student has different options for
what style to use when they are doing their assignment.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>
Yes, she does. She has the students learn to count change by using small plastic coins. She has the students
write on whiteboards to show different ways of showing a certain number. She has students say patterns out loud
to recognize what would go next.
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Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>>
Yes, they do. The teacher will frequently ask questions to keep the students involved, and the students seem
eager to answer. Even if they are incorrect, they are never put down, but instead asked to take another look and
try again and the teacher would repeat the question.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
All of the students are participating in class and get along with each other very well. During personal work time
they all really enjoy talking to each other either about the assignment or about their own lives while they do their
work.

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

Yes, I think it is, the teacher is very good at being ready for the days lessons before the students arrive and can
move smoothly from lesson to lesson without having to waste time setting up. During the student's personal work
time, they were allowed to walk up to the teacher for questions while the teacher would do her own personal work
like putting papers away or checking on her canvas. She would also use this as an opportunity to help the whole
class if a student had a question that she thinks the whole class would benefit from talking about.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>>
The teacher would often use transitions from one subject to another by having an activity that had elements from
both subjects. Like when they were reading, she would start out by reading normal stories and then end with a
book that had some math in it, and then the next lesson would be about math. I think this is efficient because it
makes it easy for the students to move from one subject to another and be able to think in different kinds of ways
for each lesson without it being too jarring.

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 would say “Class class” and the students would reply “yes yes.” The few times this was used it was very
effective at gaining the entire classes attention. I think that in classes this small that this type of attention getting
technique is effective because they can all hear it and the teacher can easily tell if the students are paying
attention by if they answer or not.

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. >>>
One student had a lot of trouble staying focused during math activities. The teacher would have to remind her a
lot that she needed to stay on task and try to get her work done. The student was not causing any disruptions,
and she did not look confused, she was just simply not very interested in this subject and needed to be reminded
often to finish her work. The teacher dealt with this by reminding her often but not making her feel like she was in
trouble. I believe the teacher understands that not every subject is going to be interesting to every student, and so
she does her best to get the student to stay on task.

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. >>>
The use of Chromebooks would sometimes cause problems. If the student was having trouble using the
Chromebook the teacher would have to help solve the issue. This may not be a problem for an older group but for
a group this young they are not yet familiar with how to use the laptop or how to solve small issues.

Another procedure that is currently in place is that students only have in-person class 2 days out of the week, and
have 3 days of online school. The teacher said that this was hard in the beginning but that the students are
getting better about logging in and doing the work. She told me that it was actually more of a problem to get the
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parents on board than the students. I think that although this is definitely not the best procedure to have, that it is
really the best option we have during the current pandemic.

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. >>>
This school has a lot of pride in their students and of the valley they are located in. It is always clean
outside and has a lot of artwork and signs about anything that is going on at that time. There is a lot of
greenery at the school, which is a nice contrast to the very desert-like town.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>>
The interior of the school has a very homey feeling, the floors are carpet in most places, and the walls in
the hallways are a rock and brick combination so it has a warm, cozy atmosphere. There are a lot of
places where students work is displayed, and there are a lot of signs showing where to go, as well as the
rules of the schools. Entrance security is minimal, there is a sign in sheet as you walk in that is placed by
the office windows so administration can see you walk in, and if they are unfamiliar with you, they walk
you to your destination.

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. >>>
Mission Statement: We will work in partnership with parents and community to provide positive learning
experiences which promote respect, responsibility, self-image, and skills and concepts needed for our
children to reach their potential as successful citizens on our society.
Motto: Take a hand, guide a life
Mascot: Buccaneer

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>>
As a visitor I was always treated kindly and felt welcome. When I would drive up to the school, I often saw
students talking to members of staff at the playground. If a student was coming into the school late, the
administration would always help them into the school and talk to them.

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?
>>> There were not any special education students in the class I was observing, but I believe they use a
pull-out program.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>>
I always arrived early in the morning when students were getting off the buses, so I usually saw them
walk from there into the school. Some students were at the playgrounds but I believe the covid
restrictions prevented them from being able to meet in the lunch room for breakfast or stay out in large
groups at the playgrounds. Most of the students looked happy to be there, and excited about the day.

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. >>>
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 The teacher has great expectations for all of the students. She does not accept it when a student says
they do not know, she works with them to get them through a lesson and really help them understand
how to get the correct answer. The teacher works very well with the students, and even when a student is
upset or frustrated, she can stay calm and help the student feel better about the situation. She can be
stern with students when she needs to be, but not in a harsh way. The students really seem to trust her
and see her as a figure of authority but also one they can trust and respect.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>>
Almost all of the students participated willingly during lessons, some students looked to be uninterested in
certain subjects but the teacher would sometimes call on them for an answer even if they did not raise
their hand and the helped keep them attentive.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>>
The teacher and students get along very well, they all understand that what she says goes, but they are
not afraid to ask questions or talk about things relating to the lesson. I noticed the teacher would explain
things in different ways to different students, and I believe this is because she knew some students
learned different than others. For example, in one of their assignments the students had to find pieces to
repeating patterns. One student was told to look at the drawings and see which one would match the
pattern, where another was told to say the names of the objects in a repeating pattern and then decide
which picture to place in the box.

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? >>>
Not only did I want to teach children, but I wanted to be able to help mold and shape their lives.

Interview Question 2: What are the main challenges you face as a teacher? >>>
There are always challenges to being a teacher. One of them is being able to help everyone as much as they
need help. There is never enough time.

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

Like in question one, I have the opportunity to be able to help mold and shape the future of so many little lives.

Interview Question 4: How do you determine where students sit in class? >>>
In the beginning, I have no set order. However, as time goes by I observe who does well by each other and I
match accordingly. I tell the students in the beginning that they do not have a permanent spot in their seat.

Interview Question 5: How do you determine the members of any flexible groups? >>>
This year is different, we are not really able to do a whole lot of group activities. However, on a “normal” year if I
am pulling students for small groups, I look for levels of maturity and also levels in which they perform.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>
The daily observance is a huge key factor. You know almost from day one who needs extra help and who needs
the acceleration. Our school uses AimsWeb+ testing for progress monitoring and also the QSI (Qualitative
Spelling Inventory) the test is given 3 times a year to track student progression.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>
We have parent-teacher conferences once a year, usually around mid-October. However, as I said earlier, you
can tell if a student is struggling or in need of added assistance. I usually communicate with parents well
beforehand. Especially if their student is struggling. The lines of communication are open.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>>
This year there have not been any in-person meetings due to the Corona Virus. If I were to have a face to face it
would be to discuss student progress or lack thereof.
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Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>
I typically put in one grade a week per subject according to standards that were covered that week.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>
We actually plan two weeks ahead as a 2nd-grade level. There are things that get added on a whim here and
there because you have to be ready for things to not go the way you plan sometimes.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>
On the very first day, we run through procedures and expectations so that students understand what is expected
of them the entire year. I make adjustments accordingly.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>>
I have a treasure box that gets used quite a bit throughout the school year. I have a clip chart system that I use to
move kids up or down based on behavior. They have a chance to earn at least three tickets in one day for a
chance to choose something out of the treasure box. On the opposite end of the clip chart if they move down they
may lose a recess or have their parent contacted.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
This year the specialist is coming to us in the classroom. We typically go to them and then take our prep during
that time. If you are talking about the Special Education team, that is also being run a bit differently this year. On a
normally given year and depending on the students you have in class, you may have pull-out time for that student
or push-in time. It depends on the student's IEP.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>>
I am observed 3 times a year with a yearly evaluation at the end of the year. The administration has a standards-
based form that they use to make sure you are covering the needed standards.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>
If the administration sees an issue with your performance they will work with you using remedial ways to get you
to where you need to be. i.e by having you observe fellow colleagues.

Interview Question 16: What types of support do you receive instructional, financially, or professionally from the
school, parent organization or school district to enhance instruction? >>>
Typically the school provides a curriculum that you are to follow. There are occasional classes and/or training that
the school or administration provides.

Interview Question 17: What surprised you most about teaching as a profession? >>>
I think what surprised me the most was how much classroom management plays a role in this profession. Great
classroom management is a huge key to success in the classroom.

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.

>>> I chose to observe a little girl in the class. I chose her because I noticed the last time that she was having a
bad day, and she seems to be in a much better mood today so I want to see how well she does. The lesson
started out with the teacher writing a number, and asking the students what number was in a certain place. The
students would then write the number that they thought was in that place on their personal whiteboard. The girl I
chose to watch today seemed really excited to use her whiteboard, but her marker was not working so she asked
if she could have a new one after they answered the first question. She was able to easily get the correct number
on her board every time. When the teacher switched from 3 numbers, she added thousand and ten thousand to
the numbers and this did seem to confuse some of the students. The teacher then wrote a diagram on the board
and explained that even if the numbers change, the places don’t move. She used the example of the numbers
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being cars and the places being spaces. She said that even if she parks a different car in the space, the space is
still the same. The student seemed to understand much better with the diagram on the board, and was able to
understand the lesson better. The class then talked about different forms of numbers. The student was able to
write numbers in different forms and readily answered the teacher's questions, and even if she was incorrect it did
not discourage her from trying again. When talking about expanded form, she got confused and thought they
were expanding the number (adding it again) and she added the number together. When the teacher explained
the first question, she seemed to understand how to do it, and got it correct the second time. The teacher then did
the opposite, and wrote an equation and asked the students to write it in standard form, and the student finished
first and was quite happy that she got it so fast. The teacher then asked for the number in word form and I heard
the student say “ooh easy” and she was very happy to understand the lesson. She was chosen to write it on the
big whiteboard, and was completely correct. The smile she had when walking back to her desk was really great to
see. The teacher then asked them to draw the number in pictorial form, which the student said was like drawing a
picture for it. I noticed that the student was drawing her squares and lines extremely neatly. The teacher then
asked them to write a number with 4 places in expanded form. This was a good opportunity to show them how
that in expanded form the place number had a certain amount of numbers after it and that was how many zeros it
would have. She then wrote another number and said she wanted the students to do this on their own. The
students really took this as a challenge and was able to get the answer quite quickly. The teacher then gave the
class permission to free draw on their boards while she cleaned up the main board, which the student was really
excited about.

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)

CSN Field Observation Packet © CSN Education Department 2017 Page 9

COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

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

EDU 201 Introduction To Elementary Education

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

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

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

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

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

CSN Course # & name: >>> Edu 201-1001

CSN Professor: >>> Steven J. Saladino

CSN Professor’s phone: >>> 702-651-3105

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

Student’s name: >>> McKenzie Turley

Student’s email: >>> 5003903497@student.csn.edu

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

CSN Field Observation Packet © CSN Education Department 2017 Page 10

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

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