CSN Education Department - Alternative Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201, 202, or 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 students to complete a 10 hour "Field Observation" in a Clark
County public school. If CDC Guidelines for Covid-19 prevent you from physically attending a
school campus during the current semester, this packet will offer the alternative experiences
required to satisfy your “Field Observation” requirements for this class virtually.

If possible to pair you with a cooperating CCSD teacher, your placement will be processed by
CSN’s observation coordinator, and you will receive details regarding your assigned school from
your CSN professor. Only then, will you contact the school and meet virtually with your assigned
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 that you must
complete in order to pass this class.

Your Name: Gisselle Bravo

CSN Course: EDU 201 - 1001 - 1002

Professor: Steve J. Saladino

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

CCSD School: Fay Herron Elementary School

Cooperating Teacher:
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 determine a schedule with your
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You
are expected to login and log-off to virtual meetings at the scheduled time. In case of illness or
emergency that would prevent you from joining a scheduled class virtually, you must contact the
cooperating teacher a minimum of 3 days in advance to let them know you will not be in
attendance on that day.

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
includes CSN students contacting CCSD students in person, through 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 adopted the
CCSD dress code for students fulfilling their observation requirement in the assigned school
district. Appearance creates credibility; make a good first impression by dressing professionally,
even when meeting virtually.

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
Required Acceptable Attire: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. *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 while at the school.

CCSD WAIVERS
Review the terms of the CCSD Waiver Forms provided by your instructor.
“Student Statement of Responsibility” (Exhibit B)
“Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to in order to secure your observation placement.
While submitting your Field Observation Request, you will be prompted to check that you have
read the waivers and that you agree to the terms. Completion of the CSN Field Observation is a
PASS/FAIL component of the course.

ONCE YOU ARE ASSIGNED A COOPERATING TEACHER WHO IS DISTANCE LEARNING

1. Pre-plan for initial contact with the school you are assigned and make sure that all interaction
with CCSD employees and students is respectful, courteous, and professional. You are a
representative of this class and the college. CCSD is allowing you to observe their teachers 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. The school will select a
teacher for you to observe and provide you with their contact information.

2. The first half of your field observation/experience will be centered around learning
background information 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 virtual classroom at the school level that you were assigned. You are simply
observing during this time. Your cooperating teacher may give you guidance on how your
experience can be expanded beyond simple observations, if he/she feels comfortable with your
professionalism and skills.

3. Contact your Cooperating Teacher to introduce yourself. Since this is your first contact, ask
the teacher for the necessary information to access their virtual classroom, and when the live
sessions occur that they would prefer you to join. Share this “Field Observation Activities
Packet”, with your cooperating teacher as well as the last 3 pages which contain the
“Cooperating Teacher Information”, the “Time Log” and the “Field Observation Student
Evaluation”. Let the teacher know that you will be taking notes during the observation for your
packet assignments, that you will be asking them to verify your hours of attendance, and
evaluate your participation once the total observation hours are complete.

4. When logging in with your cooperating teacher and their students during a virtual meeting, it
is recommended that you keep both your microphone and video camera OFF during the
observation, unless the cooperating teacher directs you to speak or be seen while observing. In
that case, make sure your home workspace is void of background distractions, or anything in
view that may be considered inappropriate for students to see. Your online attire should be the
same as if you were visiting the school in person. Employ the use of typical lighting and image
framing to make the most of your broadcast. The typical “Rule of Thirds” works well, whereby
the camera height is adjusted so that your eyes are positioned in the top third of the window.
Front lit subjects look better on screen than being backlit by a window or artificial light.

THE FIELD OBSERVATION PACKET ASSIGNMENT DIRECTIONS

Read through all the assignments and take notes during your observation visits. You will gather
information on more than one assignment during an observation. Then, using your notes
answer the questions for each assignment.

• All assignments must be word processed. Your detailed responses to assignment questions
must demonstrate careful analysis of the questions and the observation information.

• Questions and their responses must include thorough explanations and examples from the
classroom observation. All responses must be written as complete sentences.

Include the question number, along with your response as a short essay response as in this
sample below:

Assignment #2 - Question 1: What is your first impression of the classroom

environment?
Response: “The classroom environment is friendly and welcoming to the students and
seems a fun place to learn. The classroom is decorated with the students’ work,
interesting posters and the teacher shows respect to the students.”
When it is time to submit the Field Observation Packet for grading, these items must be
included:

• The cover page of the Field Observation Packet

• All observation assignments

• Time Log verifying hours spent within virtual meetings

• The Cooperating Teacher Evaluation

THE FIELD OBSERVATION ASSIGNMENTS: Cooperating Teacher assigned to CSN student

ASSIGNMENT #1 (Culture): Using the questions below, carefully observe and evaluate the
culture of the school. School culture refers to the way teachers and other staff members work
together and the set of beliefs, values, and assumptions they share. A positive school climate
and school culture promote students' ability to learn. 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. Use online resources such as your
assigned school’s CCSD webpage, http://nevadareportcard.nv.gov/di/,
https://www.publicschoolreview.com, and https://www.greatschools.org/nevada/las-vegas/ to
answer the following questions.

Physical Characteristics: Look at a picture(s) 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. Describe in detail.
The school was painted in colorful colors in blocks with their mascot painted in a field of grass.
The color that represents the schools are red.

2. Next, (if available) study the interior of the school: halls, floor coverings, lighting,
doors, windows, hall colors and decorations and entrance security. Explain in detail.
I was not able to look for pictures of the interior of the school.
Culture of the School: Read, listen and/or observe to determine the climate, values, and
atmosphere within the school.

1: What are your first impressions of the school? Enrollment, graduation rate, proficiency
rates, student/teacher ratio etc.
 2: Please describe the student make-up of the school, including gender, ethnicity,
students with disabilities, ELL students, and any other attributes that are important to
note you found.
There is a mixture of students and the majority that attend this school are Hispanics.
ELL, special education, and GATE is provided at this school which is very important.

3. Explain the school’s mission/vision statements, motto, and mascot. There mascot is a
lion and the mission/vision at this school is to educate while appreciating the uniqueness
and honoring the diversity each student has. They push student to do their very best.

4. 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.

5. Briefly describe three other pieces of information that can be found on your assigned
school’s website.

Culture of the Classroom: Each classroom has its own culture and way of life.

1. What are the teacher’s expectations for learning and success? It is something very
important to them. They try to be the best they can in order for this to be achieved and
have their students doing the best they can striving for success.

2. Evaluate the level of student participation in the class. Who participates? Who does
not? From my observation I seen that mostly everyone participates. I would say some
get off topic once in a while but the teachers I did my 10 hour observation always made
sure they are paying attention and listening in order to continue.

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

distribution of power, teacher personality.

4. Observe student-to-student interactions, inside and outside of the class. Are they
using any chat features to communicate with each other? They are, that’s how they
communicate or just my simply taking themselves off and on mute.

ASSIGNMENT #2 (Observations)

1: What are your first impressions of the virtual classroom environment? Is it warm,
inviting, organized, etc? Describe the virtual environment in detail. It was certainly
different, but when I joined it felt inviting the teachers were so nice and
 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 majority of the whole school was Hispanics. There was students who
struggled because they did not know English but they set up a different appointment in
order to have 1 on 1 lessons in order for her to understand and learn the material.

3: Are their posted class rules or course expectations? If rules/expectations are posted
write them exactly as they appear. I was not able to see them, I attended the 10 hour
observation virtually.

4: Does the teacher enforce these posted rules/expectations? What rewards or

consequences are used for compliance or noncompliance? The rewards for good
behavior and participation in class was being able to participate in fun Friday where
virtually the students get to talk to their friends.

5: What is the posted daily/weekly schedule for different subjects or periods? 7:45-
8:45am was English and 8:50-9:50am was for math. After they work on the assignments
given then go to lunch then the rest of the periods such as science and writing.

6: Do you see evidence of the school’s mission/vision statements in the virtual

environment? The teacher did indeed show they cared for the students, they provided
help and made sure they knew that if they had any question they are going to be there
for them.

ASSIGNMENT #3 (Classroom Layout): Take screenshots of the learning management system

used by the teacher (Canvas, Google Classroom, Seesaw etc..)

>>>INSERT YOUR SCREENSHOT HERE<<<

1: Describe the workflow of the online environment. Is the space and time used
efficiently? Time was definitely efficiently, they provided a fun learning environment and
had the students participate in order to receive the reward on Fridays which is FUN
FRIDAY.

2: In your opinion, how can the virtual arrangement of the room be improved? I did not
see the room.
ASSIGNMENT #4 (Instruction): Observe any instructional time with your assigned Cooperative
Teacher, and record your observations when presented with the questions below:

1: Is instruction delivered in small groups, centers, whole groups, individually? Since its
Virtual it is delivered in whole, if they need help they stay after school in order to help
them.

2: Describe your cooperating teacher’s teaching style. They use the 3 different learning
styles which I love and will be using once I become a teacher. I will say what needs to be
done, show an example and work with them in a few and they will do the lesson but be
hands on while doing so.

3: How does the teacher incorporate the sensory modalities (learning styles)? Give
examples. For example math, Mrs.Gloria says what needs to be done, shows
presentations, works with the kids with exercise and the cool part is that even though its
virtual they have objects where they are hands on and after they are finished they show
the teacher how many objects are placed in order to solve the question. When I was
obserbing they were learning multiplication and they had their little objects and placed it
in a format to teach them how to multiply in a easier way. Students loved it and were
very much engaged.

4: Do the students seem engaged in the lesson(s) presented? Please explain.

The students in the morning look tired once school starts but the longer it is they start to
gain their energy and they start to participate more than when they wake up and log on
into class. The students I observed are actually excellent with participating. These
teachers found a way where they can be more hands on with math which I found so
creative and amazing.
5: Are there any students isolated or not present/participating in the class? Explain?
With this virtual class, this is not a problem. Sometimes the internet goes down and it
exits them out of the class which they have to logging and join the class again in order
for them to complete the class attendance, teachers are super understandable with this
issue,

6: How does the teacher handle absences from the class?

You are going to be marked absent but if its repeatedly without a notice they try to
contact home or let the office know the student has not been showing up to class.

7: How does the teacher handle transitions from subject to subject or activity to activity?
Are the transitions efficient? They do more of a visual learning so they let them know
what the assignment is going to be, they show the presentation and lastly they are left to
finish homework.

8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc.
Are they effective? Kids tend to ask questions that are NOT about the subject being
 taught and the teacher states if they have any questions on the homework in order for
them to be prepared to do after class. Sometimes the teachers even have a couple
minutes to talk to the students and they get to tell them what they were so happy to ask
them or tell them after class.

9: What specific behavior issues does the teacher have to deal with? How does the
teacher handle the behavior issues? Be specific.
With virtual learning the ony behavior problems would have to be interuppting and
talking over students and teachers.
10: Are there any policies or procedures that help or hinder instructional time? Please
explain them and how they help or hinder instructional time. The teachers let them know
that it is not time to talk and if they need any questions, it will be answered at the end or
just by simply raising your hand.

ASSIGNMENT #5 (Observing a student): Discretely observe one student in your assigned

classroom during direct instruction.

1: What drove you to choose this student? His enthusiastic energy he brought to the
class.

2: Explain what the student did during the observation. One day I was observing in
Mrs.Kylas class he had this eager energy to be in class. After the class ended he stayed
there and told the teacher that he had something to tell her and she listened, little did he
know I was too. He told him teacher that she is the best teacher ever and when schools
open he was going to bring her a cupcake and asked if he can take her a cupcake and
she replied with “yes bud when schools open up okay?” These sweet gestures these
kids make are just amazing, this is what I live for. He did it so unexpectedly and so
happy to tell her that he was getting her a cupcake, this honestly warmed my heart.

3. Summarize the lesson given and the student’s responses to the lesson.
The lesson was a presentation on sentences and using the ed, es, ies after words given.
She had the students either say it or type it in the keyboard sometimes to firgure out
which sounded better in the sentence. He will always want to ask questions and was so
eager to answer them.
4. Make sure to document ALL behavior in relationship to what was being presented by
the classroom teacher.
The student did at times get a little disruptive and talked when he was not supposed to
but honestly he is such a sweetheart.

5. Please describe what you discovered about the student’s learning styles, involvement
in class, and his/her educational needs.
His learning styles were kind of hard to see since everything was done online and not in
a classroom. Since its virtual learning its more of a visual and hearing learning for
everyone. Everyone is adjusting and improving, they are making it work.
ASSIGNMENT #6 (Cooperating Teacher Interview): Arrange for a convenient time to
interview your cooperating teacher either on the phone or by video conference. Ask the
questions below. Include any school document, handouts, etc. the teacher provides..

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

Mrs.Kyla became a teacher because she a priceless love for kids.
Mrs.Gloria became a teacher because she has a Hispanic teacher that inspired her to
become what she wanted. Being from another state did not stop her from achieving her
goals.
2: What are the main challenges you face as a teacher? They both stated that the
main challenges would have to be the grading and the extra hours they do in order for
the students to be successful.
3: What is the best part of being a teacher? They both stated how they love the kids,
and the love they have for the kids and being able to have the opportunity to teach them
every single day is something they love to do.
4: How do you determine where students sit in class? They both responded that
they seat each student depending on their behavior and academics. So for an example if
a student that is doing average and another student that is doing better gets seated by
them that way the student doing better gets to help the other student that is struggling.
Behavior is also another way they seat the students, if they are not good with behavior
they try to sit them further from other students or far away from the friends they are
being noisy with.
5: How do you select members of any flexible groups? This would be the same
answer I put for the seating, they try to have a mixture of students doing good and not so
well together that way they can help the other student with what they are struggling with.
6: How often do you interact with parents in person? What are the main reasons
for interactions with parents? Both teachers say they have great contact with parents
such as giving them updates on how their child is doing. They are daily with the
interactions. The main interaction would be updating the parents how they did, other
than that behavior falls next to it.
7: How much grading do you complete on a daily/weekly basis? Both teachers state
that the grading Is a lot. They have to grade the paperwork turned in and submit into
computer for report cards or progress reports. Grading is done on the daily basis.
8: How long does it take to prepare lessons for the day/week? They both stated that
usually they make copies for next year, since the work was put online it was like lesson
planning from scratch all over again. Paperwork and assignments that was supposed to
be done physically, is now transferred electronically which takes hours and hours to
complete. Some links give them trouble.
9: What procedures or strategies do you use to maximize instructional time?
Maximize the instructional time in class they know by hand signals and they already
know what’s expected. With Virtual they tend to unmute and interrupt other because they
want their questions answered right away but they are getting much better when it’s the
right time to talk and ask questions. Its improving day by day.
10: What positive reinforcements have you used successfully? What behavioral
consequences seem most effective with this age group? They both stated that
what they do is fun Friday every Friday if they complete there work. If not they do
not participate. Now it is more of if they finish and complete their work, they will
be able to communicate with their friends during class, the kids very much enjoy
that they say. At the moment with the crisis the most behavior problem is when
they are on video chat they tend to unmute and talk over them, they just let them
know. They will get removed if necessary. Virtual is different they talked about
the beginning of it all it was very difficult but the kids are starting to adjust and
improve this.
11: How are specialist teachers involved in your instructional planning and
process? They both work together with any teacher that needs to take the student out
of class in order to attend a certain program. They figure out the best time and what
days are best for both of the teachers.
12: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
Mrs. Kyla Ward and Mrs. Gloria stated the same answer, before the whole crisis they are
evaluated 3 times a year, now they get evaluated once a year. The states performance
frame is what they use to get evaluated.
13: What consequences are there if your evaluation is not favorable?
They answered that they get a warning from the district and the department of
education. They get rated 1-4 with 4 being the best. Anything above 2 is fine but 1 is
when they start to worry and give reports. Both teachers never got rated that low on their
evaluation.
14: What surprised you most about teaching as a profession?
Mrs.Kya ward- The amount of paperwork and work that came along with the profession,
some had nothing to do with teaching.
Mrs.Gloria- Replied that as much as you plan the day and get everything ready,
everyday is a new day and something always goes differently then what’s plan. You
aren’t always prepared.
15: What drives their lesson plans? What standards do teachers use during
lesson planning?
Mrs.Kyla- They use the Nevada state standards. They try to stay on track for pacing and
assessments. If students do horribly the lesson will be extended that way they have a
better understanding and grasp the information needed.
Mrs.Gloria- All teachers that are in the same grade level meet together to lesson plan
before the year starts. Before the crisis they lesson planned for about 6 hours, now that’s
its online it takes like 3 hours to set up lessons. They use the same lessons every year,
but since it was the first year teaching 3rd grade and not 2nd she had to start lessons from
scratch.
16: If they are teaching at a Nevada Charter school, are there lessons prescribed
from core standards or from other resources? Both teachers replied that the school
they are teaching at is not a charter school.
17. How do you accommodate ELL, GATE, General Ed and Special Education
students?
Mrs.Kyla- Usually in 3rd grade most students are in ELL, which is 90 percent. They help
with language scores and if they are doing low on test scores they do this special
program on the computer. Vocab is the biggest they do on the program. What the
special program does is it breaks down the module they are learning in order for them to
understand the material being taught.
Mrs.Gloria- Mrs. Gloria is bilingual. She has a student that speaks nothing but Spanish
so before the crisis she has one to one lessons with her student and sat next to her
while the rest of the class is working on the lesson already. Now it harder for her to help
but she still makes it possible by scheduling classes separately. For Gate students they
receive regular assignments, special education students get 1 on 1 help, and the
students more advanced get a bit of a challenge. With gate students they are given a
 time and the classroom teacher and the gate teacher work together in order for the
scheduling and time to be the best time they can for both.

ASSIGNMENT #7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour
Field Observation. What did you observe, learn, realize about teachers, students, instruction,
the school environment? How has this observation better prepared you to understand the
teaching profession? How does the observation relate to the text information and class
activities? What specific ideas on teaching will you remember to include in your classroom?
I would honestly have to say that it was an amazing experience. The teachers were so
understanding and so kind to me. They even offered their help if needed when following my
career and that speaks out what type of person they are. I was so nervous to begin but they
welcomed me with open arms which made me feel comfortable with asking them any questions
I have, I related with them, and with that being said it was a great experience I won't ever forget.
The kids were as I expected, so full of energy and kind. I definitely got many plans that I am
planning to do once I become a teacher but the number one thing I will always make sure I will
provide is a warm classroom full of love. These teachers are amazing. Although they were not
prepared for what has come due to the crisis, they still made it happen and their plan was
successful. I will do my best to provide a safe learning environment where these kids feel
comfortable being in. I will also use the different learning techniques that were being used in
order for students to be able to grasp the information. Another important thing I will make sure I
do is to make the lessons fun, instead of doing bookwork all the time.
_____________________________________________________________________

Remember that before receiving the final grade for this EDU course, the CSN student must
submit the completed Cover Page, Field Observation Activities, Time Log, and Student
Evaluation to the CSN instructor for grading.

The cooperating teacher must also email the instructor to confirm the successful completion of
the observation. The student is required to provide the CCSD cooperating teacher with their
CSN professor’s email, so the cooperating teacher can send an email to verify that the student
has successfully completed the 10 hours of observation. The instructor’s email must be
provided on the first page of this packet, and on the next page for the cooperating teacher.

Remember that completion of the Field Observation is a PASS/FAIL component of the course.
Students must save this completed packet in digital form, and as a hard copy for the Education
Department’s capstone course, (EDU 299) Education Portfolio or (EDU 220) Educational
Psychology
COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS - VIRTUAL

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: EDU 20____
Introduction to __________________ 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 virtual 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 10 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 _____ can be assigned, the CSN professor MUST receive
your official email verification that the student successfully completed the 10 hour observation.
Please also “cc” the student on this email. The student WILL NOT receive a final grade in the
course until the email is received from you.
CSN Course # & name: EDU ______ Introduction to __________________ Education

CSN Professor: Steve Saladino

CSN Professor’s phone: 702-651-3105

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

Student’s full name: Gisselle Bravo

Student’s email: 5007059260@csn.student.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.
TIME LOG - CSN Field Observations - VIRTUAL MEETINGS

CSN Student: Gisselle Bravo

CSN Instructor: Steve Saladino

CCSD School Assigned: Fay Ferron Elementary School

CCSD Cooperating Teacher: Mrs.Gloria and Mrs.Kyla

CCSD Grade/Department: 3rd grade

CCSD School Principal: Judy Jordahl

CCSD School Phone: (702)799-7720

Date Log On Log Off Hours

10-7-20 7:45 AM 9:45 AM 2 hours

10-20-20 7:45 AM 9:45 AM 2 hours

10-21-20 7:45 AM 9:45 AM 2 hours

11-17-20 7:45 AM 9:45 AM 2 hours

 10 hours

Total Hours

CCSD 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. Return this page to the student along with their Time Log to
be submitted to the instructor with the completed Field Observation Packet.

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:__________