Alternative Field Observation Packet Typed 1

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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 will 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 to pass
this class.
Your Name: Lillian Luke
CSN Course: EDU 202
Professor: Susan Bridges
Professor’s email: susan.bridges@csn.edu
CCSD School: Rancho high school
Cooperating Teacher: Mr. Lucky
Alternative Field Observation Packet © CSN Ed Department 2020 1

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 using 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
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,
warmups, 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: always, 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 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.
Response- Rancho high school at first glance is a very large school. It had a lot of big
green windows. Everything was green, the floor, the plentiful trees around the school,
and the hallways. It seems very clean and comforting.
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.
Response-The interior of Ranch high school was very clean and spacious. It has two
stories, and the halls are very large. The classrooms seemed like an average size.
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.
Response- My first impressions of Rancho high school was that it did not have a very
good reputation. The enrollment is 3,278. Student-teacher ratio is 22:1
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.
Response- The general makeup of the schools is Hispanic (65%) and African American
(27%) students. With a percentage of 8.6% of Caucasian students.
3. Explain the school’s mission/vision statements, motto, and mascot.
Response- The mascot is a ram.
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.
Response- Their marching band program "Rancho Regiment" is a three-time Bands of

America Regional finalist. They offer almost every sport and have a tradition to go with
each one of them. They also have a ton of extracurricular activities including art club,
robotics, and chess.

5. Briefly describe three other pieces of information that can be found on your assigned school’s
website.
Response- you can see news and announcements which is very helpful for parents
confused with canvas or infinite campus. Upcoming events and Ram news.
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?
Response- according to my observation and the questions I asked Mr. Luckey, His
expectations for learning and success is students’ engagement.
2. Evaluate the level of student participation in the class. Who participates? Who does not?
Response- A good number of students did not participate. A lot turned off their camera
after the teacher told them not to. Also, a lot of students left class early. But there were
about four students who seemed engaged and serious about the class.
3. Evaluate the interactions between teacher and students, rapport, cohesiveness, distribution of
power, teacher personality.
Response- Interactions I have noticed the most is when the students turn on their
microphones and ask him a question, he responds kindly, and then moves on. Also,
when he did an interactive presentation with the class, he had them answer a then
talked about everyone’s response.
4. Observe student-to-student interactions, inside and outside of the class. Are they using any
chat features to communicate with each other?
Response- due to their being virtual classes, this is a hard question to answer. There
were no student interactions because they had 30 minutes of listening to the
teacher and then 30 min of independent work time.
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.
Response- I think the virtual experience was warm and comforting, considering I was in
my own home. It was very nice and organized. I like that they used google meets because
google is very clean and easy to use. Everyone had their own box with their name on it
and the teacher would show his screen when demonstrating how to do something which I
thought was nice.
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.
Response- the makeup of the class was mainly Hispanic boys and girls. In one class there
were more girls than boys.
3: Are their posted class rules or course expectations? If rules/expectations are posted write
them exactly as they appear.

Response- There are no classroom rules and expectations posted anywhere.
4: Does the teacher enforce these posted rules/expectations? What rewards or consequences
are used for compliance or noncompliance?
Response- It is hard to enforce rules in a virtual classroom. If a student was being

distracting, he simply removed them from the class meet.
5: What is the posted daily/weekly schedule for different subjects or periods?
Pd 1) 8-9 ----- Visual Design I
Pd 3) 9-10 ---- AP 2-D & Drawing
Pd 5) 12-1 ---- Visual Design
Pd 7) 1-2 ------ Drawing II
Tuesday, Thursday are 'B Days'
Pd 2) 8-9 ----- Drawing II
Pd 4) 9-10 ---Visual Design I
Pd 8) 1-2----- Visual Design II
6: Do you see evidence of the school’s mission/vision statements in the virtual environment?
Response- No.
ASSIGNMENT #3 (Classroom Layout): Take screenshots of the learning management system used
by the teacher (Canvas, Google Classroom, Seesaw etc.)
Insert screenshot HERE-

1: Describe the workflow of the online environment. Is the space and time used efficiently?
Response- I think the space and time is used efficiently. The students are respectful most
of the time. They listen and engage in his lessons and are given time to work on their
projects.
2: In your opinion, how can the virtual arrangement of the room be improved?
Response- I cannot think of any other way a virtual classroom can be improved. The way
it is going now seems efficient and good enough for the time being.
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?
Response- Instruction is delivered to the whole class at the same time.
2: Describe your cooperating teacher’s teaching style.
Response- Mr. Luckey’s teaching style seems to be the demonstrator style. He explains
lessons to his students how to do something step by step and then lets them ask
questions if they are confused in the end.
3: How does the teacher incorporate the sensory modalities (learning styles)? Give examples.
Response- He explains to the student step by step instructions while also showing his
students on his computer screen how something is done.

4: Do the students seem engaged in the lesson(s) presented? Please explain.
Response- A lot off the students were engaged. They had their cameras on when told to
and they followed the teacher’s instructions.
5: Are there any students isolated or not present/participating in the class? Explain?
Response- There were a couple kids who were not turning on their cameras. One student
was on his phone and not paying any attention.
6: How does the teacher handle absences from the class?

Response- He simply counts them absent in his grade book.
7: How does the teacher handle transitions from subject to subject or activity to activity? Are the
transitions efficient?
Response- His transitions were efficient. He worked at a good pace. He talked about what
assignment they finished and graded and what the next assignment was for the week.
8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc. Are they
effective?
Response- If a student decided not to cooperate, he would simply remove them from the
classroom.
9: What specific behavior issues does the teacher have to deal with? How does the teacher
handle the behavior issues? Be specific.
Response- The Behavior issues Mr. Luckey mainly dealt with was children being
immature during the lesson. For example, a kid distracted the class with something going
on in the background of his camera and Mr. Luckey simply removed them from the
classroom meeting.
10: Are there any policies or procedures that help or hinder instructional time? Please explain
them and how they help or hinder instructional time.
Response- According to Mr. Luckey, there are not any policies or obstacles that hinder
his instructional time.
ASSIGNMENT #5 (Observing a student): Discretely observe one student in your assigned

classroom during direct instruction.
1: What drove you to choose this student?

Response- The reason I was driven the most to this student is because she paid the most
attention.
2: Explain what the student did during the observation.
Response- During the observation, the student sat quietly, with her camera on, and took
notes.
3. Summarize the lesson given and the student’s responses to the lesson.
Response- the lesson given was a keyhole presentation. They must draw a keyhole and
put what they want the audience to feel inside the keyhole. It can contain emotion,
dreams, or goals. All the students seemed to be interested in the topic. Another student
asked a question. The student is observed looked like she was taking notes.
4. Make sure to document ALL behavior in relationship to what was being presented by the
classroom teacher.
5. Please describe what you discovered about the student’s learning styles, involvement in class,
and his/her educational needs.
Response- The student seemed to of wrote down what the teacher was instructing. Maybe
she was taking notes, so she did not have to ask questions later.
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?

Response- I liked the idea of teaching. Being good at art, becoming an art teacher seemed
to be something interesting and different.
2: What are the main challenges you face as a teacher?
Response- Student engagement. I want to teach
students something they will be interested in without
boring them to death. I feel like they are still adapting
every day to the virtual lessons.
3: What is the best part of being a teacher?
Response- knowing you are working with kids and
enjoying it. I also enjoy that every day is different.
Watching them grow and learn more and more is a
great feeling.
4: How do you determine where students sit in class?

Response- In past terms and no social distancing, they usually sit in rows facing front.
5: How do you select members of any flexible groups?
Response- Proximity.
6: How often do you interact with parents in person? What are the main reasons for interactions
with parents?
Response- In person, not often at all. On the phone however it is often. The main reasons
for me to call a parent is to discuss behavior issues or if a student is hurting themselves
and/or others.
7: How much grading do you complete on a daily/weekly basis?
Response- With everything being virtual, there is grading every day. It is more of a
process since everything is online.
8: How long does it take to prepare lessons for the day/week?
Response- Depends on if I have done the lesson in past classes. Then the lesson plan is
ready to go. But if it is a new lesson it takes a day in advance to plan.
9: What procedures or strategies do you use to maximize instructional time?
Response- I make sure to create something that is visually pleasing so I am not boring
them to death, and I can keep their attention.
10: What positive reinforcements have you used successfully? What behavioral consequences
seem most effective with this age group?
Response- I feel positive reinforcement on a personal level. When I see their work and
how hard they worked on it and I can tell they are interested in what they are creating.
Behavioral consequences with the age group I am working with is done best when the
students know you are disappointed in them and hope they change direction. You must
develop a relationship with the students, so they understand what you expect in the
classroom.
11: How are specialist teachers involved in your instructional planning and process?
Response- Depending on who teaches what, usually the art teachers get together to plan
whatever it is they need to plan. They put their input in things they are working on
together.
12: How often are you evaluated, and what measurement tool is used by the administration for
determining your teaching performance?
Response- I am observed a very minimal amount and when I am it is usually because of
the PPG and SLG (student learning goals).
13: What consequences are there if your evaluation is not favorable?
Response- Depends on how bad the evaluation went. If it were terrible, it would go
through subject to review if remained below standard then the process for termination.
14: What surprised you most about teaching as a profession?
Response- The realization that it gets better every year. It is a great and positive
environment.
15: What drives their lesson plans? What standards do teachers use during lesson planning?
Response- Depends on where you are at such as basic learning or progressiveness. You
must create something that is achievable for students. It also must be under Nevada state
standards.
16: If they are teaching at a Nevada Charter school, are there lessons prescribed from core
standards or from other resources?
They are not teaching at a Nevada charter school.
17. How do you accommodate ELL, GATE, General Ed, and Special Education students?
Response- we have adapted lessons for them and see where adaption needs to be made.

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?
Throughout my 10-hour observation, I have realized a lot. I realized being a teacher is not just lesson
planning and teaching, but also connecting with your students and making sure they are enjoying what
they learn. With the virtual experience right now, it seemed easy for the teachers and students. Lessons
are short and easy. Mr. Luckey made it easy for students because he showed them how to do everything
by showing them his computer screen while they follow along. I learned what to do when a student
misbehaves in a classroom, how to lesson plan, and what it is like for an art teacher daily. Even though, I
could only experience it virtually, I know being a teacher is what I want to do as a profession because of
the years of witnessing what it is like as a student but also getting a teacher’s point of view of the
profession.
______________________________________________________________________
Remember that before receiving the final grade for this EDU course, the CSN
student must submit the completed Field Observation Activities Packet, 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 must 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) or (EDU
220)
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 202___
Introduction to __secondary________________ Education
This class is where many of our students 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 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: Susan Bridges
CSN Professor’s phone:
CSN Professor’s email: susan.bridges@csn.edu
Student’s full name: Lillian A. Luke
Student’s email: 5007073950@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.

TIME LOG - CSN Field Observations - VIRTUAL MEETINGS
CSN Student: >>> Lillian Luke
CSN Instructor: >>> Susan Bridges
CCSD School Assigned: >>> Rancho high school
CCSD Cooperating Teacher: >>> Mr. Luckey
CCSD Grade/Department: >>> CCSD
School Principal: >>> Principal
Delgado
CCSD School Phone >>> (702) 799-7000

DATE START TIME END TIME HOURS
October 19, 2020 12:00pm 1:00pm 1 Hour
October 20, 2020 1:00pm 2:00pm 1 hour
October 23, 2020 12:00pm 2:00pm 2 hours
Monday, October 26 1:00pm 2:00pm 1 hour
October 27, 2020 12:00pm 2:00pm 2 hours
1 hour
October 28, 2020 1:00pm 2:00pm
October 29th, 2020 12:00pm 1:00pm 1 hour
11 hours
TOTAL HOURS:
Cooperating Teacher Signature: ______________________________________ Date:
11/5/2020
___________________

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
__4___ Professional appearance, adherence to CCSD dress code
___4__ Reliability, punctuality
__4___ Communicates effectively with teachers and staff
___4__ Demonstrates manners, graciousness
__4___ Reflects upon observations using critical thinking
__4__ Demonstrates enthusiasm and curiosity toward the profession
__4___ Models respectful behavior with students
__4__ Uses appropriate language
___4__ Exhibits pre-service educator success indicators
Comments:
____________________________________________________________________________________
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____________________________________________________________________________________
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____________________________________________________________________________________
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____________________________________________________________________________________
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____________________________________________________________________________________
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11/5/2020
Cooperating Teacher’s Signature: __________________________________ Date: __________

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CSN Education Department - Alternative Field Observation Activities Packet

Greetings Future Educator,

Your Name: Lillian Luke

CSN Course: EDU 202

Professor: Susan Bridges

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

CCSD School: Rancho high school

Cooperating Teacher: Mr. Lucky

Alternative Field Observation Packet © CSN Ed Department 2020 1

DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

Attendance and Punctuality

Required Acceptable Attire:

Alternative Field Observation Packet © CSN Ed Department 2020 2

ONCE YOU ARE ASSIGNED A COOPERATING TEACHER WHO IS DISTANCE LEARNING

Alternative Field Observation Packet © CSN Ed Department 2020 3

• All assignments must be word processed. Your detailed responses to assignment

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

Response: “The classroom environment is friendly and welcoming to the

• 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

Alternative Field Observation Packet © CSN Ed Department 2020 4

3. Explain the school’s mission/vision statements, motto, and mascot.

Response- The mascot is a ram.

4. Examine school traditions, achievements, and awards; community recognition or community

Response- Their marching band program "Rancho Regiment" is a three-time Bands of

Alternative Field Observation Packet © CSN Ed Department 2020 5

1. What are the teacher’s expectations for learning and success?

Alternative Field Observation Packet © CSN Ed Department 2020 6

Response- There are no classroom rules and expectations posted anywhere.

Response- It is hard to enforce rules in a virtual classroom. If a student was being

5: What is the posted daily/weekly schedule for different subjects or periods?

Pd 1) 8-9 ----- Visual Design I

Pd 3) 9-10 ---- AP 2-D & Drawing

Pd 5) 12-1 ---- Visual Design

Pd 7) 1-2 ------ Drawing II

Tuesday, Thursday are 'B Days'

Pd 2) 8-9 ----- Drawing II

Pd 4) 9-10 ---Visual Design I

Pd 8) 1-2----- Visual Design II

Insert screenshot HERE-

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1: Is instruction delivered in small groups, centers, whole groups, individually?

Response- Instruction is delivered to the whole class at the same time.

2: Describe your cooperating teacher’s teaching style.

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

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

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

1: What drove you to choose this student?

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2: Explain what the student did during the observation.

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

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Remember that completion of the Field Observation is a PASS/FAIL component

COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS - VIRTUAL

Dear Cooperating Teacher,

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CSN Course # & name: EDU ______ Introduction to __________________ Education

CSN Course # & name: EDU Introduction to ____________ Education

4_ Professional appearance, adherence to CCSD dress code

_4 Reliability, punctuality

4_ Communicates effectively with teachers and staff

_4 Demonstrates manners, graciousness

4_ Reflects upon observations using critical thinking

4 Demonstrates enthusiasm and curiosity toward the profession

4_ Models respectful behavior with students

4 Uses appropriate language

_4 Exhibits pre-service educator success indicators