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:

CSN Course:

Professor:

Professor’s email:

CCSD 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.
Response: I live a couple blocks from Iverson, so I pass it every day. I also briefly
worked there for Safekey! Additionally, my sister attended Iverson for elementary
school. The building itself is pretty large, but the outside playground area is huge.
There is a fence around the whole thing, and a small parking lot. There is a circle of
plants and trees in front of the entrance.

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: From what I remember, the school is carpeted. The office is at the front,
and to the left of it is the cafeteria, which has flags from all the states! It also has a
stage. All of the hallways have decorations, and most of the lighting is warm.

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: After searching Iverson on the Nevada Accountability Portal, I found that
Iverson has a 22:1 student/teacher ratio, 0 reported cyber bullying incidents and 0
reported bullying incidents. It has $1,740 in pupil expenditures.
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: Iverson’s student population is 57.65% Hispanic, 20.87% white, 7.26%
white, 7.11% two or more races, 4.64 Asian, 1.55% Pacific Islander, and 0.93% Am. In/
Native. 53% of students are male and 46.99% are female. 10.51% of students have an
individual education program, 18.86% are English learners, and 100% are eligible for
free/reduced lunch.
 3. Explain the school’s mission/vision statements, motto, and mascot.
Mervin R. Iverson’s mission statement is the following:
Response: The Iverson Elementary community creates excitement for learning by
providing rich educational experiences in a safe and positive environment. By meeting
the needs and developing the potential of all our students, we are preparing them to
move confidently into the future with courage, strength, and grace - like eagles.
Their mascot is the eagle. Iverson’s website includes their mission statements and Eagle
Essentials, which has all of the behaviors expected of students.

3. 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: On their website, Iverson includes a reading rangers video project and
information on their partners for achievement program. That is the most that I could
find in terms of achievements.
4. Briefly describe three other pieces of information that can be found on your assigned
school’s website.
Response:
1. Forms for parents.
2. Handbook information.
3. Principal’s blog.

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: Ms. Langton expected students to be attentive and respectful. She obviously
believed that every student was capable of participating and learning, and treated
students as such. She engages students to ensure that they are understanding the
material thoroughly.
2. Evaluate the level of student participation in the class. Who participates? Who does
not?
Response: Everyone participated! Students had to participate at least once in class to
earn participation points. Points were tracked using Nearpod.
3. Evaluate the interactions between teacher and students, rapport, cohesiveness,
distribution of power, teacher personality.
Response: Miss Langton and her students communicated very well. Miss Langton
always listened when students had a question (even if it didn’t relate to the lesson) and
easily redirected back to the lesson once the question was answered. Students seemed
comfortable talking to her since she always actively engaged them and gave interesting
answers.
4. Observe student-to-student interactions, inside and outside of the class. Are they
using any chat features to communicate with each other?
 Response: In Miss Langton’s Google Meet classroom the chat function was disabled (I
think to keep students focused) so there was not a lot of students talking to one another.
Mostly students talked to Miss Langton and not to one another.

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 Miss Langton’s virtual classroom was very inviting. It’s colorful and
includes everything needed for a student to succeed. She posts all student resources in
her Canvas and describes where to find them on Google Meet.

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: I would say Miss Langton’s class makeup is pretty diverse, as there were
students of all races. I would say there were more boys than girls, but I could only see
the students in the Google Meet and wasn’t able to interact with the students physically
in her classroom.
3: Are their posted class rules or course expectations? If rules/expectations are posted
write them exactly as they appear.
Response:
1. Be kind to yourself and others.
2. Listen to others when talking.
3. Keep your hands, feet and all other objects quiet and to yourself.
4. Raise your hand and wait to be called on.
5. ALWAYS TRY YOUR BEST!!!
4. Does the teacher enforce these posted rules/expectations? What rewards or
consequences are used for compliance or noncompliance?
Response: Yes! Miss Ashley does enforce these rules. She always reminds students to
wait for her to answer their questions, and she always reminds students to be respectful
and kind to herself and other students.
5: What is the posted daily/weekly schedule for different subjects or periods?
Response: Miss Langton’s schedule is as follows:
 6: Do you see evidence of the school’s mission/vision statements in the virtual
environment?
Response: I would say the location that reflects Iverson’s mission/vision statements the
most in Miss Langton’s classroom is her Virtual Classroom Rules.

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

used by the teacher (Canvas, Google Classroom, Seesaw etc..)
 1: Describe the workflow of the online environment. Is the space and time used
efficiently?
Response: Yes! Miss Langton organizes her classroom firstly by month. Once the
month is selected, all resources for that month are laid out in different sections (as seen
above). It is all very organized and efficient; I would organize my virtual classroom in a
similar way!

2: In your opinion, how can the virtual arrangement of the room be improved?
Response: I think the only room for improvement is condensing some of the information
so there aren’t so many links to navigate.

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 by Miss Langton is delivered both in groups and individually.
Monday-Weds she only has class in Google Meet with all of her students, and Thurs-Fri.
she has both individual sessions group instruction.
2: Describe your cooperating teacher’s teaching style.
Response: Miss Langton has a zero-tolerance policy for nonsense. She is kind and
understanding with her children, but when they are not following directions or not
listening, she very easily redirects firmly. She cares about what her students have to
say, but she makes sure they understand they have limited time to complete activities
and need to stay on track.
3: How does the teacher incorporate the sensory modalities (learning styles)? Give
examples.
Response: Miss Langton utilizes videos, pictures, and physical activities in her
classroom. She does a number counting song with her students at the beginning of class
through YouTube, and then between topics engages students in a brain break where
they dance to get their wiggles out. Students also are expected to do arts and crafts that
involve cutting pieces out, coloring, gluing, etc. All types of learners (visual, kinesthetic,
auditory) would benefit from her teaching.
4: Do the students seem engaged in the lesson(s) presented? Please explain.
Response: Yes, they do. During each class I observed almost all students were facing
forward and answering questions.
5: Are there any students isolated or not present/participating in the class? Explain?
Response: There were a couple of students who occasionally would have some
difficulty remaining engaged, but it was never more than two students. They would be
seated in a way that meant they weren’t going to be learning or would be running
around. However, Miss Langton made sure they became focused on the topic at hand
again pretty quickly.
6: How does the teacher handle absences from the class?
Response: Since I only attended about three classes, I’m not sure how Miss Langton
handles absences. However, if a student randomly left class she would often reach out
to them via chat or email the parent.
7: How does the teacher handle transitions from subject to subject or activity to activity?
Are the transitions efficient?
Response: Miss Langton transitions from each topic very efficiently, not wasting any
time. Usually, a transition would involve a brain break, where miss Langton would say
“before we start our next activity, lets take a dance break!” or something similar.
8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc.
Are they effective?
Response: Miss Langton will say “boys and girls” in a louder voice if students are talking
when they should not be, or just to grab everyone’s attention after an activity. This was
the most prevalent, and most effective attention getting command that miss Langton
used.
9: What specific behavior issues does the teacher have to deal with? How does the
teacher handle the behavior issues? Be specific.
Response: I would say the main behavioral issues miss Langton had to handle were
students speaking when she was instructing and students not staying still in their seats.
When I was observing her class, half her students were online and the other half were
actually in the classroom with her, but the way she handled these issues were the same.
If a student was speaking while she was teaching, she would gently remind them to wait
to ask any questions once she was done. If a student was out of their seat when they
weren’t supposed to be, or if they were not staying still, she would give the same kind of
gentle reminder to stay seated while learning. If it continued, I believe she took students
points away on Nearpod.
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: As mentioned above, miss Langton had students do brain breaks between
activities. I think this really helped students remain focused. I really can’t think of any
procedure that hindered miss Langton’s teaching; she is extremely time conscious and
always kept class on track.
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: This student was outspoken and very invested in completing work correctly.
2: Explain what the student did during the observation.
Response: This student was pretty regularly speaking out and unmuting herself while
miss Langton was teaching. She also had some trouble staying still in her seat. She
asked lots of good questions, however, and always made sure she clarified on
instructions before completing and activity.
3. Summarize the lesson given and the student’s responses to the lesson.
Response: During my observation, Miss Langton began the lesson using a white board
to discuss sight words. She wrote out the first two letters and then had students
volunteer to help her complete spelling the word. Then, she went on to teach the
students about nouns and verbs. All students seemed very interested and actively
volunteered multiple times. At the end of the lesson, miss Langton did an activity with the
students in their workbook.
4. Make sure to document ALL behavior in relationship to what was being presented by
the classroom teacher.
Response: The student I observed seemed to have difficulty staying focused while miss
Langton taught. She took herself off mute multiple times, and I believe she even lost
points through Nearpod for doing so. Later, in a one-one-one session with this student,
she appeared more focused but still asked a ton of questions.
5. Please describe what you discovered about the student’s learning styles, involvement
in class, and his/her educational needs.
Response: I learned that this student would probably benefit the most from a one-on-
one teaching environment where she is working on her own with miss Langton. It
appeared to me that other students were very distracting to her, and she had a lot of
difficulty staying focused when in the Google Meet with other students. She was always
actively involved and engaged, but had trouble refraining from interrupting the lesson.
There may even be a possibility of an attention deficit disorder since she did not seem to
enjoy staying in her seat. I was the same way as a kid, so I know how she feels!
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 became a teacher because I've always wanted to help people, especially
those who show they are needing assistance with something. Both of my grandparents
were teachers and I’ve always heard stories from their days of teaching and being in that
environment made me want to become a teacher. I can also remember when I was in
elementary school really wanting to help my fellow classmates and they has always
been something i've continued to do throughout my life.
2: What are the main challenges you face as a teacher?
 Response: Parents are the main challenge that I face as a teacher. Their lack of
interest in their child's education makes my job harder since students are only getting
material and learning in the school setting. With no follow through at home it is hard for
students to remember and retain what we talk about in class.
3: What is the best part of being a teacher?
Response: The best part of teaching is really seeing the growth that the students show
throughout the school year. To see where they came in and to see where they are when
they leave kindergarten is really exciting to see. To think that I had something to do with
their growth is something that I don’t take lightly and I know how important my job is. I
also really like seeing how excited students are about school and how much they want to
learn about new things.
4: How do you determine where students sit in class?
Response: In the beginning of the school year I put students at tables in alphabetical
order because I don’t know their personalities yet. As the first few weeks progress I will
group students to ability and as the year progresses further I mix ability group students
at tables.
5: How do you select members of any flexible groups?
Response: I select students for flexible groups by using my data that I have collected in
how they are doing with their phonics and what skills they are working on at the time. If I
see students struggling with certain skills that is when I will pull them in a small group.
6: How often do you interact with parents in person? What are the main reasons for
interactions with parents?
Response: If we weren’t in a virtual setting I would usually interact with parents on an
almost daily basis since most parents pick up their student at the end of the day. Since
we are virtually teaching I interact with my parents on a weekly basis when I test
students during a one on one. Some of the main reasons I meet with parents are for
positive updates or to tell parents that their child is making gains in class. I let parents
know if their child is struggling with behavior or with academics and give suggestions on
some activities to do at home.
7: How much grading do you complete on a daily/weekly basis?
Response: We are really lucky at my school to be able to use a program called ESGI
software. That software has almost all tests that we have created based on our
standards and students are tested one on one. With that software it will do the
conversion grades for us and then those are inputted into our grade book. I test students
on a weekly basis approximately 2-3 standards a week and then input all my grades a
few weeks prior to the end of the semester.
8: How long does it take to prepare lessons for the day/week?
Response: To prepare my lessons especially with virtual teaching I spend
approximately 2-3 hours preparing my lessons in written form and then I have to match
the materials and videos on my canvas page for students to utilize during their
asynchronous time.
9: What procedures or strategies do you use to maximize instructional time?
Response: I try to make sure that I am prepared for the day so that instruction time is
not lost and I also try to stay organized and make sure the class is as well. This was
easier to do when we were face to face, I provided students with a folder so they could
put their packet/work in an organized way. I also try to have the same routine everyday
so that students are familiar with how the classroom schedule works.
Since we are virtually teaching I make a daily recap video for parents and
families to view after class each day so they are familiar with what work we are doing in
the morning. I also do the daily recap video so families know what work should be
completed in the afternoon by their son/daughter. When I make my recap video I let
parents know what their child will need for the next day in class.

10: What positive reinforcements have you used successfully? What behavioral
consequences seem most effective with this age group?
Response: I have been trying to positively reinforce my students by having them be a
helper of the day. The helper of the day helps lead the class in repeating after me and if
we are in the classroom they are the line leader and help with door holding. In the
second semester this year I have given students a weekly goal for points in Class Dojo.
If students reach the weekly goal they can participate in a special activity on Friday.
When students are back in person their reward will be their desk pet that they will be
given. Some rewards I have used are change your class dojo avatar, lunch with the
teacher, show and tell, and hat day.
11: How are specialist teachers involved in your instructional planning and process?
Response: Specialists are rarely involved in the instructional planning. If they are it is
usually our Librarian and they are working on standards such as characters, setting and
sequencing. 
12: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
Response: We have a yearly evaluation and my supervisor which is either my principal
or assistant principal and that usually changes every other year. We are evaluated using
the NEPF that has institutional learning standards and professional learning standards.
My supervisor will observe me for 1 full cycle during the school year since I am past my
3 years of probation. A full observation cycle includes a pre-observation meeting, a
minimum of 40 minute observation and then a post observation meeting.
13: What consequences are there if your evaluation is not favorable?
Response: I’d imagine that if an evaluation is not favorable then more observations
would be done and meetings would be had to try and work on what is not favorable. If
growth was  not made by the teacher then I believe that teacher would be put back on
probation. Should a new teacher or a teacher be placed on probation then 3 full
observation cycles would be done throughout the school year.
14: What surprised you most about teaching as a profession?
Response: I am really surprised by how much change there is year after year.
Sometimes we get new state requirements that we then must incorporate into our
teaching and how that can take a real toll on teachers trying their best to get their
students to learn but then you also have to make sure that they do well on the test that is
mandated for them to take. 
    I am also really surprised that unfortunately year after year parents are taking less and
less of a role in their child’s education. It is becoming more and more apparent that
families have a very hands off approach to their child's education and that it solely
depends on the teacher to get them to where they need to be by the end of the year for
them to be successful in the following years.

15: What drives their lesson plans? What standards do teachers use during lesson
planning?
Response: Data that I gather through classroom observations as well as testing drive
my instruction to see what students are struggling with and what they can be pushed to
do. We use the Nevada Academic Content Standards when lesson planning.  
16: If they are teaching at a Nevada Charter school, are there lessons prescribed from
core standards or from other resources?
17. How do you accommodate ELL, GATE, General Ed and Special Education
students?
Response: I pull small groups to help my various students where they are academically.
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?
_____________________________________________________________________

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 1_Introduction
to Elementary 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 201 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 201 Introduction to Elementary Education

CSN Professor: Steven J. Saladino

CSN Professor’s phone: (702) 651-3105

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

Student’s full name: Colette Fahning

Student’s email: 5006287827@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: Colette Fahning

CSN Instructor: Steven J. Saladino

CCSD School Assigned: Mervin Iverson Elementary School

CCSD Cooperating Teacher: Ashley Langston/ Mayra Arzola-Cazares

CCSD Grade/Department: Kindergarten

CCSD School Principal: Laura Dickensheets

CCSD School Phone: (702) 799-7260

Red Hours – Ashley Langton

Purple Hours – Mayra Arzola-Cazares

Date Log On Log Off Hours

3/22/2021 10:15 AM 11:30 AM 1 HR 15 MIN.

3/23/2021 10:15 AM 11:30 AM 1 HR 15 MIN.

3/24/2021 10:15 AM 11:30 AM 1 HR 15 MIN.

3/25/2021 1:00 PM 3:00 PM 2 HR

4/20/2021 10:05 AM 11:30 AM 1 HR 25 MIN.

4/21/2021 10:10 AM 11:10 AM 1 HR

4/22/2021 10:05 AM 11:05 AM 1 HR

4/22/2021 10:05 AM 11:05 AM 1 HR

4/28/2021 10:05 AM 11:05 AM 1 HR

11 HR 10 MIN

Total Hours
CCSD Teacher Signature: Ashley Langton Date: April 27, 2021

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

_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: Ms. Fahning did an excellent job in communicating when she was coming into
observe the classroom. She gave thought into her observations and asked questions if
clarification was needed. She interacted with the students when prompted and did so with
professionalism. It was a pleasure to have her come into the classroom for observations and
she has an open invitation to come back should she need any more hours of observation in her
future. Miss Ashley Langton
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Cooperating Teacher’s Signature: Miss Ashley Langton Date April 27, 2021_________