CSN Education Department - Alternative Field Observation Pass / Fail Information

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: Valeria Ojeda

CSN Course: EDU
202
Professor: Robert Shkorupa
Professor’s email: robert.Shkorupa @csn.edu
CCSD School: Keller
Middle School
Cooperating Teacher:
Gladis Cabrera
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 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

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.
 When it is time to submit the Field Observation Pass/Fail requirements to Mr. Shkorupa
to record your successful completion be sure to include the documents listed below:

• 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.
- Keller middle school is built like most of the other middle schools here in Las Vegas. It is a
brown building with the United Sates Flag in the main entrance. The school is surrounded
by mountains and some homes, but it seems like it is a very isolated school from the city of
Las Vegas.

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.
- From what I was able to look at, the interior of the school was half inside and half outside. It
seems like when entering the school, the hallway and such are outside, but the classrooms
and offices are in doors.

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.
- My first impression of the school was that it seemed like a very cheerful and over-achieving
school. In my first communication with Principle Brokett, she was very kind and welcoming.
As well as Mrs. Cabrera who was also very welcoming and helpful throughout my
observation. The students seemed to have a great relationship with Mrs. Cabrera.
Student/teacher ratio would have to be 1:32 for regular classes and 1:22 for accelerated
classes.

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.
- From what I was able to observe, the student make-up of the school was very complex.
There were as many girls as there were boys, and although most of the kids had their
 cameras off, I could hear accents in their voices that could identify their ethnicity. In the
class I observed, there were no ELL students or students with any disabilities.

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

- In the school’s website, I was able to find that their school mascot is a Jayhawk and one of their
statements is “Building Dreams through Determination and Knowledge”. I was not able to find any
specific motto or mission/vision, but I feel like the statement above could be one of their
mission/vision statements because it brings a feeling of confidence and future achievements.

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.
- In the school’s website they do not have much about their traditions or awards, but they do have
a section bout school improvement. In this section they include a letter to parents allowing them to
know that the school their child attends is a CSI school and they include all of the specific
information to explain what it means to be a CSI school.

5. Briefly describe three other pieces of information that can be found on your assigned school’s
website.
- On the website I found a list of magnet schools for the students to decide where they want to go
for high school. I think that is very helpful so that the students can get the best education they can. I
also found a list of activities that the students can attend virtually. Lastly, I found something called
“distance education” which is just a walk through for the students and parents that are new to this
virtual education.

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?

- Mrs. Cabrera, from the very beginning, had great expectations for her students to not only pass
her class, but also to learn from her class. She expects students to understand what she is
teaching and if they are confused, she encourages them to ask questions in order for them to
understand.

2. Evaluate the level of student participation in the class. Who participates? Who does not?
- The majority of the students participated through the chat in the virtual class. I was able to
observe one accelerated class and one regular – I noticed in the accelerated class there were more
students who participated in comparison to the regular class.

3. Evaluate the interactions between teacher and students, rapport, cohesiveness, distribution of
power, teacher personality.
- The interactions between teacher and student were very comfortable and confident. I noticed that
Mrs. Cabrera had a great connection and relationship with all her students. They respected her and
listened to her. Mrs. Cabrera created a fun learning environment where not only did the students
learn every day, but they had a good time doing so.

4. Observe student-to-student interactions, inside and outside of the class. Are they using any chat
features to communicate with each other?
- I was only able to observe student-to-student interactions within the virtual class, but from what I
observed, the students seemed to get along and would communicate through the chat box using
appropriate language. There were some students every now and then that would talk to each other
through the chat box and they would distract other students, but Mrs. Cabrera would get them back
 on track.

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.
- At first I was not sure how this virtual observation would go. I had some trouble getting into
the classes which made it tough on Mrs. Cabrera since she was trying to help me and begin
her class at the same time, but throughout that time, she was being as friendly and helpful
as possible. When I was finally able to enter the class, the students were very distracted but
excited to meet a new person, they all were very kind and said hello to me in the chat box.

2: Please describe the student make-up of the class, including gender, ethnicity, ELL, students with
physical disabilities, and any other apparent attributes that are important to note.
- From what I was able to see and hear, there were about half boys and half girls, from a
variety of ethnicities. The students in the classes all seemed to be regular students, none
that has any physical disabilities, but there was a difference between the accelerated
students and the regular students.

3: Are their posted class rules or course expectations? If rules/expectations are posted write them
exactly as they appear.
- There were no posted class rules that I knew of. I am assuming that Mrs. Cabrera went over
the class rules at the beginning of the year, but I can explain some rules and expectations
that I observed. I noticed that Mrs. Cabrera expects her students to be silent and focused
when she is teaching, she expects her students to have respect to not only her but also to
each other.

4: Does the teacher enforce these posted rules/expectations? What rewards or consequences are
used for compliance or noncompliance?
- I am not sure if Mrs. Cabrera enforces these rules but I do know that the students seem to
follow these rules and expectations on their own. 3rd period is an accelerated class, so they
followed these rules more than 4th period did, which is a regular class. Since this is virtual
classes, the rewards that are given are verbal rewards such as compliments and words of
encouragement from the teacher to the students.

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

- Everyday Mrs. Cabrera starts her classes off with a “joke of the day”. The reason for this is
to get the students excited for class and to start the class off with some fun and laughter.
Following that, the students begin a simple warm-up and then start with the lesson of the
day.

6: Do you see evidence of the school’s mission/vision statements in the virtual environment?
- Assuming that one of the mission/vision statements is “Building Dreams through
Determination and Knowledge”, then I would say that I do see evidence of that in the virtual
environment. Mrs. Cabrera givers her students the knowledge and the guidance that they
need in order to build and accomplish their dreams.

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?
- The workflow of the online environment is used well and efficiently. Mrs. Cabrera uses the
entire hour that she has of class time to teacher her lesson of the day and offer some help
to the students when they are working on their own. She can see what the students are
doing on their chrome books, so if they need help with the assignment that they are working
on she can easily walk them through it. One advantage of this, is that Mrs. Cabrera can also
tell if a student is not doing what they are supposed to be doing.

2: In your opinion, how can the virtual arrangement of the room be improved?
- I believe that the virtual arrangement of the room is set up to the best of its ability. What I do
think could be improved is for the students to be required to have their cameras on. I
believe that if the students have their cameras on, then the teacher can be sure that the
students are there and are paying attention.

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?

- In the beginning of the class, the instruction is delivered as a whole group. Once the lesson
is taught and delivered then the students begin to do an assignment on their own but come
together at the end to discuss the assignment.

2: Describe your cooperating teacher’s teaching style.

- Her style was very laid back, but she also knew how to get her work done. She created a
fun environment with her students, which I believe improved her teaching style and her
 relationship with the students.
3: How does the teacher incorporate the sensory modalities (learning styles)? Give examples.
- Mrs. Cabrera incorporated the learning styles by using methods that the students can enjoy
and understand easily. If the students are having fun while doing their work, then they will
understand the lesson faster and they will have a better chance of completing the
assignment of the day.

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

- The students did seem engaged in the lessons presented. They participated during every
discussion and when assignments were being presented, the students asked questions
when they were confused, and they shared their answered when the teacher asked.

5: Are there any students isolated or not present/participating in the class? Explain?
- There were always a few students that never participated, and Mrs. Cabrera could see that
they were not doing any work on the chrome book. In a way, those students were logged
into the class to “act” present, but they were probably doing something else and not paying
attention to the class.

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

- When situations like the one above would occur, Mrs. Cabrera would try multiple times to
call out the students names, and if they did not respond after a few tries, then Mrs. Cabrera
would simply give a call or email to the parents and explain the situation to make sure the
student is paying attention in class.

7: How does the teacher handle transitions from subject to subject or activity to activity? Are the
transitions efficient?
- Mrs. Cabrera’s transitions from subject to subject were pretty efficient. She simply just
concluded with one subject and moved onto the next.

8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc. Are they
effective?
- Usually when the students get off track or get distracted, Mrs. Cabrera would use phrases
such as “okay guys” or “let’s get back on track” or “back to work guys”. There were times
when she had to repeat those phrases a couple times in order for the students to finally pay
attention, but for the most part, they were effective.

9: What specific behavior issues does the teacher have to deal with? How does the teacher handle
the behavior issues? Be specific.
- I believe the most common behavioral issue that Mrs. Cabrera must deal with would be the
distractions that happens with the students. Since students are at home during these virtual
classes, it is very easy for them to get distracted. Mrs. Cabrera deals with these issues by
constantly trying to keep the students involved and on task, through communication and
offering personal help.

10: Are there any policies or procedures that help or hinder instructional time? Please explain them
and how they help or hinder instructional time.
- Some procedures or policies that help instructional time would be a daily routine, which
allows the students to be on track of their assignments throughout the class time. If the
students know what to do from the moment they enter class, then everything will be easier
to get done. Some procedures and policies that hinder instructional time would have to be
unprepared lesson plans or not being able to manage time. If the lesson plan is not
prepared, then the students will not feel prepared either. If the time of the class is not being
 managed correctly, then the students will feel overwhelmed because everything will be all
over the place and confusing.

ASSIGNMENT #5 (Observing a student): Discretely observe one student in your assigned classroom
during direct instruction.

1: What drove you to choose this student?

- This student, Jacob, stood out to me from the first day that I began my observations. He is
one of the smartest students in his class which was the 3rd period accelerated class. The
reason I chose to observe him, is because Mrs. Cabrera explained to me that he was a very
sweet student but gets easily frustrated when he does not understand an assignment.

2: Explain what the student did during the observation.

- Each day that I observed, the student was present and on task. He participated when Ms.
Cabrera would ask them questions or ask for solutions to problems. He was very engaged in the
learning environment.

3. Summarize the lesson given and the student’s responses to the lesson.
- One of the lessons that Jacob was very good at was finding the slope intercept form, using the
y=mx+b equation. He was the first to understand it, although other students were struggling. He
would explain how he got the answer to help out his fellow classmates, and also to show Mrs.
Cabrera how he did his work.

4. Make sure to document ALL behavior in relationship to what was being presented by the
classroom teacher.
- He had a very good attitude throughout the class, he was very kind to the teacher as well as to
the other students. When he got frustrated, it was easily noticeable, but he never disrespected
anyone when he was feeling that way.

5. Please describe what you discovered about the student’s learning styles, involvement in class,
and his/her educational needs.
- Jacob was able to understand every lesson that was taught in class. He was quick to get
classwork and homework done, and he asked a lo of question when he did not understand
something. When he did not understand something in the lesson, he would ask many questions,
but he would also seem to get frustrated. In the end, he did always understand, even if it took a
little more time than usual.

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?

- “I had very good teachers throughout my school years, who inspired me to do better. When
I moved here from Mexico, I had teachers who pushed me and helped me and I figured I
could do the same thing.”

2: What are the main challenges you face as a teacher?

- “Having enough time to do everything. Personally, during planning time, I do a lot and I do
most of the lesson planning between the department, everyone else just uses the plans I
make.”

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

 - “Seeing the students understand something new. That alone is such a huge
accomplishment for me. Even though virtually I can’t see their faces or expressions, I can
tell when they type something like “I get it!” I can almost picture their face expressions, and
to me that’s such a great feeling.”

4: How do you determine where students sit in class?

- “I usually do a random seating chart just to have them all spread out for the first few weeks.
Based on how they react and respond to being in different areas of the room, I will move
them for behavior issues, or if they benefit from sitting next to someone who will push them
more, then I will move them around based on that as well.”

5: How do you select members of any flexible groups?

- “Within working groups, I believe it’s important to have a little bit of something in every
group. You want to have a high learning student, as well as middle and low, so they can all
work together. This will allow all of the groups to be equally moving, because if you put all of
your high learning students in one group, then yes they will excel a lot, but the other groups
will stay behind. High achieving students will really benefit from helping the low achieving
students and vice versa.”

6: How often do you interact with parents in person? What are the main reasons for interactions
with parents?
- ”Not very often. A lot of teachers mainly communicate with parents over negative things that
happen with the students, so I try to send at least one positive email a week, that way I can
interact with parents on a positive note as well as when there are issues.”

7: How much grading do you complete on a daily/weekly basis?

- “It’s a lot, but once you figure out a system that works for you then it doesn’t seem so bad.
Now that we are online there are a lot of features that are graded automatically, things like
quizzes and tests that are multiple choice I don’t have to worry about. I focus more on their
classwork, but it all depends on how many assignments I give per day and per class.

8: How long does it take to prepare lessons for the day/week?

- “To prepare a lesson for the whole week and for both my accelerated and regular classes, I
would have to say about two-three hours if I am on it. If I were to just be teaching one class,
then it would probably take me one hour or two.”

9: What procedures or strategies do you use to maximize instructional time?

- “I would have to say having a routine would be the best way to maximize instructional time.
That was once the students get into class, they know what to start working on and what to
finish, so they can move onto the next thing, and they just repeat the process the next day,
but with a different lesson. A good routine would have to the best way to start the year, so
that the routine becomes a normal thing for the students.”

10: What positive reinforcements have you used successfully? What behavioral consequences
seem most effective with this age group?
- “Right now, after we post the grades for the quarter or semester, for all of the kids who have
an A in the class I make these little goodie bags with pencils, erasers, candy and a little
message, and I drop off the bags to the students houses. The students absolutely love this,
although it may be a crazy idea to do. Other than this, I always try to send positive and
encouraging messages to the students and even that can go a long way. I have not had too
many behavioral issues so far with these virtual classes, but if we were in regular school,
then it all depends on what the student(s) does. Moving their seat can work, detention, and
 the last resort will usually be sending them to the deans.”

11: How are specialist teachers involved in your instructional planning and process?
- “We all are mostly on the same page, except the specialist teachers are going a little
slower. Unfortunately, when we are meeting all together in a group, they cannot comment
on a lot due to the fact that they are far behind the rest of us, but they also have their own
planning and meetings at their own pace.”

12: How often are you evaluated, and what measurement tool is used by the administration for
determining your teaching performance?
- “For the first few years, they have to evaluate you three times a year, and after that it’s only
once a year. They basically just come and observe you teaching an entire class period,
they’re looking for different standards for the teachers, such as NEPF Standards. After they
observe you, they like to talk to you about what you did right and where you need
improvement and give you suggestions how to improve.”

13: What consequences are there if your evaluation is not favorable?

- “Personally, I have not had many evaluations to know what happens when they are not
favorable.”

14: What surprised you most about teaching as a profession?

- “How under valued it is. To me personally a teacher is someone to look up to because you
know what you’re doing, but to society, most people don’t look at teachers the same way.”

15: What drives their lesson plans? What standards do teachers use during lesson planning?
- “If I understand it correctly, it has to do a lot with personal preference. We could all have the
same standards which are the Nevada core standards, but the way that we each portray
those standards as teaching can be different because of our personal preferences.”

16: If they are teaching at a Nevada Charter school, are there lessons prescribed from core
standards or from other resources?
- N/A

17. How do you accommodate ELL, GATE, General Ed and Special Education students?
- “One of the main accommodations that we have is allowing them to have extra time to complete
assignments. When it comes to ELL students who speak only Spanish, I try to help them by
explaining to them in Spanish as well as English so they can continue on learning that. When it
comes to an IEP students, we can break down tests and give those students less questions than
the rest.”

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 was able to observe and learn a lot from Mrs.
Cabrera. She taught me how to have a good relationship with the students and how to allow
them to give you the respect you deserve. I was able to see how to students interacted with
the teacher and the other students, which allows me to understand what the correct way to
interact with one another. Mrs. Cabrera gave me many ideas for classroom set up,
daily/weekly routines, and how to manage my time throughout classes. I was also able to
communicate with a few other teachers in the math department that gave me their own
 advice on how to begin my teaching career and how manage my personal time along with
work and school time. The specific ideas that I will most likely remember to include in my
classroom, would be a daily/weekly routine that the students can be used to, with this
routine, the time management will be better and things can get done easier.

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 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 202 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 202 Introduction to Secondary Education

 CSN Professor: Robert Shkorupa

 CSN Professor’s phone: 702-651-4333

 CSN Professor’s email: robert.shkorupa@csn.edu

 Student’s full name: Valeria Ojeda

 Student’s email: valyortiz28@gmail.com

• TIME LOG - CSN Field Observations - VIRTUAL MEETINGS

• CSN Student: Valeria Ojeda
• CSN Instructor: Robert Shkorupa
• CCSD School Assigned: Keller, Duane D. Middle School
• CCSD Cooperating Teacher: Gladis Cabrera
• CCSD Grade/Department: 7th/Math
• CCSD School Principal: Christina Brokett

• CCSD School Phone: (702)799-3220

DATE START TIME END TIME HOURS

10-28-2020 10:40 am 1:10 pm 2

10-29-2020 10:40 am 1:10 pm 2

11-05-2020 12:10 am 1:10 pm 1

11-12-2020 10:40 am 1:10 pm 2

11-13-2020 10:40 am 11:40 am 1

11-25-2020 10:00 am 12:00 pm 2

• TOTAL HOURS: 10

• Cooperating Teacher Signature: Gladis Cabrera Date: 11/23/2020

• 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:
Valeria was a pleasure to have in my classes. She was attentive and ready to observe the
classes. At times I had her in two google meets observing the teacher view as well as the student
view and she worked through technology issues to be able to observe both ways. She scheduled
her observation times ahead of time and kept a constant communication with me.
Cooperating Teacher’s Signature: Gladis Cabrera Date: 11/23/2020
 Remember that before receiving the final grade for this EDU course, the CSN
student must submit the completed Field Observation Time Log, and
Student Evaluation to the CSN instructor to record the completion,

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 these documents in digital form,
and as a hard copy for the portfolio assignment in the Education Department’s
capstone course, (EDU 299) or (EDU 220)

To access the Education Web page: csn.edu/education-department

At the right – click – on CCSD Field Observation and follow the instruction carefully
in ord The timeline for registration is:

The timeline for registration is:

Aug 24- Sept 11 (registration https://www.csn.edu/ccsd-field-observations

CCSD Field Observations | CSN

Please help CCSD and our CSN Coordinator narrow their search to your choice of a preferred
CCSD school by locating the 3 digit CCSD School Location Code listed in the file below.Make
sure you carefully identify the correct 3 digit school code BEFORE you fill out your official Field
Observation Placement request. Click the button below to view the 3 digit CCSD SCHOOL
LOCATION CODE
www.csn.edu

Sept 21-27 (notification of placement)

Sept 28-Oct 2 (initial contact week with school/cooperating teacher)

December 4 (due date for submitting completed packets)