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: >>> Jalexis Evans

CSN Course: >>> Edu 202-1002

Professor: >>> Dr. Vartouhi Asherian

Professor’s email: >>>

CCSD School: >>> Sunrise Mountain High 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.

BEFORE ARRIVING ON THE FIRST DAY...

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1. Locate your assigned school on a map, or via the CCSD website, and arrive during the Initial Visitation Week
dates provided to you by your CSN instructor. This initial visit will be your chance to gather information about your
assigned cooperating CCSD teacher. School locations and other information can be found on the CCSD web site
at http://ccsd.net/schools/contact-information/

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

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

UPON ARRIVAL THE FIRST DAY…

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

UPON ARRIVAL TO THE CLASSROOM…

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

DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

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

Attendance and Punctuality

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

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

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

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

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

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

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

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

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. >>> Classroom is very warm and comfy. Lots of posters
and decorations all throughout the classroom and lots of walking space for teacher to make sure
students are doing what they are told to do.

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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. >>> Majority of the class is
Hispanic and only about 4 of the 26 students were African American. Class was also dominated by
multiple females there was only about 10 males.

Observation 3: What are the posted class rules in the room? (exactly as written) >>> The only posted rules
were the ccsd rules but she had rules that weren’t posted. She made it known that there should be no cell
phones when doing work and other than that she was very nonchalant.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>> There are only consequences really for not following her rules. For
example when on your phone during her lesson plan she may take your phone away for not paying
attention. She may also just call you out in front of the class for not doing what your suppose too.

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? >>> Workflow
is well because everyone is doing what they are suppose to do but not all participates as they should but
teacher is good at making sure every students work in getting done. She makes sure by walking around
and checking on every student and making sure they are on task.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> When it comes to physical arrangement its set up well and if it was moved the student wouldn’t see
the board which majority of the notes are on.

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? >>>They have a
block schedule
Periods ½ is at 7:45-9:09
Periods ¾ is at 9:14-10:44
Periods 5/6 is at 11:19-12:42
Periods 7/8 is at 12:47-2:10

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>> Since it is
math they started individually because every time they have that class they start with a math test. Then
people stay where they are seated and work as a class to go over their test. Then when they get a
worksheet they work with partners or small groups till the bell rings.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>> The learning
style the instructor used was visual learning to make sure the student understand what exactly is going
on.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> Teacher uses visual learning because it is math and each step should be broken down and
explained to be understood. She does it in different colors to show how each step is broken down.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> The first period of students didn’t seem that engaged and I assumed it was because it’s the

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morning. Then the second students seemed more involved when working as a whole class and when they
got to move around a bit.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
Nobody is really isolated from the class because there is assigned seats but once they were allowed to
get up and move you could see some students didn’t really want to participate with the students in that
class. Majority of the students left alone were students with 4.0s because they day I came the report cards
were given out and the teacher congratulated them.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>> The instructual time was
more than enough allowing them to work on multiple math assignments. The teacher did break everything
down well to work on everything planned.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>> She uses a timer that makes a smooth transition from the
math test to the lesson plan. It was like she planned a list and finished everything for the passed 2 days in
order.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>> When getting the students attention she goes to
the front and just speaks a bit louder and their attention automatically goes to the front.

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. >>> The only issue I seen was the students getting
distracted when allowed to move and work. They spoke about other stuff than math. She calls the
students out to make sure that they get back on track. Other than that, the students are really quiet.

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. >>>They did have to watch the morning
announcements that took about 5 minutes. The announcement hindered a little bit of time, but they still
finished everything.

ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and evaluate the culture of
the school where you are assigned to observe. Remember you are evaluating the school for its educational
culture, place of learning, sense of safety, invitation for learning, promotion of self-actualization, development of
values and socialization.

Physical Characteristics: Look at the physical areas of the school to determine atmosphere, comfort, and
feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking lot,
crosswalks, gates, signs and symbols. >>>The school’s property was very large and it was an indoor
school. I didn’t really see anything damaged or destroyed, everything was nice.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>>The school’s interior was still nice and new. Everything was
purple and gold, which are the school’s colors. There were lots of windows to let light into the
school and doors were almost in every hall. For example, the 800s hall has a set of doors. The
school was decorated with awards and club signs. Security was based on staff or school police.

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

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 1. Identify the school’s mission statement, motto, and mascot. >>> Mission statement: Working
together. The Sunrise Mountain school committee will assist all of our students; achieve the high
levels of learning required for success in college or post secondary opportunities by utilizing
collaborative approaches that are purposeful and inclusive.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>>The main office was friendly and warm. They welcomed me with opening
arms. I also noticed that they did the same thing to the 3 people ahead of me. They were laughing
and hugging students so that shows how friendly the staff is.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block
scheduling, periods) Does the school use inclusion, or a pull-out program for special education students?
>>>The bell schedule is a block schedule which means that each class was about an hour and a
half long. When I was walking around lunch, the grouping of students was very racial. A lot of
Hispanics hand out with the Hispanics and the same can be said for the other races.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>>Hardly any interactions in my observing
class, but there were a few students who talked to each other. Yet outside, a lot of students made
groups of 2 or 4 and communication seemed well.

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. >>>One school tradition I
heard was if you get no F’s or D’s, you would get a candy bar at lunch. Another tradition, is that
they always congrats and celebrate almost every kid’s birthday at the end of the month. I got to
see this tradition on my second day because it was the start of a new month.

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. >>>The teacher expects each student to participate and speak up when confused or
lost. The teacher also expects all assignments to be turned in now or later, never not at all.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>>Participation id done
by the same kids. Usually they are outspoken and the other ones are usually not participating or
silently participating.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>>The teacher is very calm but stern. She isn’t afraid to call a
student out for talking or having earphones in or anything that breaks the rules. The teacher is
really good at making the students feel good about what they are doing by smiling and telling
them good job.

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? >>> The scholarship is the main
reason why she chose to teach. She wanted to teach something that students struggle inand that theyre
going got need in life.

Interview Question 2: What are the main challenges you face as a teacher? >>> Main challenge that that
faces is behavior and politics. Behavior because everything is out out of her control, students could be
upset about same outside source that has nothing to do with her. Politics because everything being done
with the idea of education isn’t the right thing.

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Interview Question 3: What is the best part of being a teacher? >>> best part about being a teacher is seeing
her students in a positive attitude which will make her happy as well

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

Interview Question 5: How do you determine the members of any flexible groups? >>> student choose own
groups because she believe students suffer w/ anxiety and stress

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> assessments
she does regularly is daily quizzes that involves different chapters so she could see where her students
are struggling

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> they must
call parents to let them know what is happening and there phone logs get checked by administration to make
sure.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>> rarely interacts with parents unless there is a serious problem happening like
behavior problems.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>> when it comes to
grading she does about 45 mins a day and about 4 hrs a week.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>> it takes about 45 mins
to effectively prepare lessons a day

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> since the
classes are in block we have more than enough time to teach in instructional time

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>> Positive reinforcements she uses is facial
expressions and saying good job. Students respond to that very well. Negative enforcements is detention
when they don’t finish their work and also her facial expressions will show she’s disappointment.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
Specialist teachers aren’t really involved in her class because she teaches an honors class. Honors class
have kids who are little more advance in the normal Algebra class

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> She is often evaluated almost every 2 months and she sees
her teaching performance NBF to see.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>> The
consequence she experiences is that they have to build a new goal and plan of action with administration

Interview Question 16: What types of support do you receive instructionally, financially, or professionally from
the school, parent organization or school district to enhance instruction? >>> They work together as a math

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department when it comes to the instructions, but financially they have all they need electronic wise for
example ipad, projector and everything for the white board.

Interview Question 17: What surprised you most about teaching as a profession? >>> She was surprised by
how much she liked it. She thought it was going to be not really something she was going to connect with
students in.

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.

>>>One student I was observing was laying his head down very uninterested. I could tell he was very
sleepy and fighting his sleepiness. When they began to watch a video he layed his head down and was on
his phone. As soon as she started teaching he was paying attention but not participating. When she
allowed the class to move around and work together he immediately got up and talked the whole class
period. He talked about math when the teacher was around and gossiped when he was away. On the
second day this student came in late and didn’t even ask for the quiz nor did he show the teacher his
homework, not even trying attempting to.
Soon after he actually stayed alert, payed attention and took his notes of what he was doing. He
participated and even got recognized for what he was doing. He also was very disruptive for example
when the teacher spoke or was stalking to another student he would rudely interrupt. Once the class was
allowed to move around, he spent about 10 minutes talking about things that weren’t on topic. Other than
that he just was distracted but got his work done.

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

>>> My first day of the field observation was a great experience because I got to see hoe student feel
about math. I saw how students feel about math. I saw how kids react from morning to the after noon
classes. How in the morning kids are half way sleep and not really participating. I got to see the
differences between students who actually wanted to learn and ones who didn’t care and just sat in the
class. When it came to Ms. A she was a great teacher who really loved her job. She had patience’s and
dedications to make sure her students pass and actually understand. She gave me an idea of what I
wanted to be in the future and how I wanted to be in the future. On the second day of completing my field
observation noticed the Ms. A had the same type of lesson plan steps. For example she started off with a
quiz then on the discussing the answers to the work then on the new lesson. So everything that was done
the 1st day is like everything on the second.
Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit their
completed Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN instructor for
grading. The student must also provide the CCSD cooperating teacher with their CSN professor’s contact
information, so the cooperating teacher can send a quick email validation that the student completed their 10
hours before the final exam date.

The instructor’s email can be found on the first page of this packet, and on the next page.
Remember to save this completed packet in digital form, or as a hard copy for the
Education Department’s capstone course, (EDU 299)

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COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

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

EDU 201 Introduction To Elementary Education

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

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

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

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

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

CSN Course # & name: >>>

CSN Professor: >>>

CSN Professor’s phone: >>>

CSN Professor’s email: >>>

Student’s name: >>>

Student’s email: >>>

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

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CSN Student: >>>

CSN Instructor: >>>

CCSD School Assigned: >>>

CCSD Cooperating Teacher: >>>

CCSD Grade/Department: >>>

CCSD School Principal: >>>

CCSD School Phone & Fax: (702) >>> (702) >>>

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

TOTAL HOURS:

Cooperating Teacher Signature: _______________________________ Date: ___________________

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

Please complete the following evaluation using the Performance Indicator Scores below (with the student) once
the total observation hours are met. Your constructive comments are extremely valuable to the student. This page
should be returned to the student along with their Time Log. If you prefer to fax or mail the completed documents,
you may do so by sending it to the CSN Professor’s attention via Fax: (702) 651-4908 or through regular US mail
to:
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 CSN North Las Vegas Campus - Education Dept.
3200 E. Cheyenne Ave.
Las Vegas, NV 89030-4228
SORT CODE CYS-222

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

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

_____ Professional appearance, adherence to CCSD dress code

_____ Reliability, punctuality

_____ Communicates effectively with teachers and staff

_____ Demonstrates manners, graciousness

_____ Reflects upon observations using critical thinking

_____ Demonstrates enthusiasm and curiosity toward the profession

_____ Models respectful behavior with students

_____ Uses appropriate language

_____ Exhibits pre-service educator success indicators

Comments:
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Cooperating Teacher’s Signature: __________________________________ Date:__________

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