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.
Your Name: Alexandra Betsabe Hernandez Olmedo

CSN Course: Education 201

Professor: Steven J. Saladino

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

CCSD School: Jones Blackhurst Elementary School

Cooperating Teacher: Christina Piggott

 THE FIELD OBSERVATION ASSIGNMENTS
ASSIGNMENT #1 (Culture)

Physical Characteristics:
1) Consider the school property: building, grounds, fencing, equipment, landscaping, trees,
parking lot, crosswalks, gates, signs and symbols. Describe in detail.

The school has a very innovative and modern look, especially for an elementary
school. Most schools have a remarkably similar interior and exterior structure, but
this one is quite different with a very spacious, clean, and sleek look – more than
likely because it was open in 2017. It does still resemble a school that would fit
with the desert background with very minimal trees, plants, and foliage. There are
some palm trees on the parking lot and very neatly shaped and cut patches of
grass in the playground area. The biggest aspect about this school is how
organized it was built. There is one area as a parking lot, one entryway, one exit,
and every section is gated and secure. Both the entryway and exit have a
pedestrian cross walks with a crossing guard. To take a closer look at the exterior
of the school, one can see here:
https://www.youtube.com/watch?v=GpSEpW_0f8k.

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.

The interior of the school is even more remarkable. The school is grand with two
floors. The upper floors have the higher grades, while the lower floor ground have
the lower division classrooms, counselors, and main offices. There is a lot of
school pride within the walls. Most doors, hallways, and shadow boxes hung have
a sense of cheetah pride. The school is very spacious and open inside. There is
minimal decoration, but it could be because it was a virtual year so there was not
 much in-person projects, artwork, and papers to showcase. The main office is
grand and there are double entry doors, more than likely as security. The office
and classrooms are beautifully decorated indoors. The inside of the counselor’s
office is extremely comforting and welcoming. There is a couch and therapeutical
and encouraging posters, decorations, and even toys. There is a small fish
artificial fish tank and a small water fountain. The interior lights of the school are
bright and awakening. Overall, the interior of the school is beautiful,
modern/clean (just as the exterior), large, and receiving.

Culture of the School

1) What are your first impressions of the school? Enrollment, graduation rate, proficiency
rates, student/teacher ratio etc.

I really enjoyed looking into the school and its statistics. There 919 students
enrolled for the year 2021, with a student/teacher ratio average of 19:1. While it
may not seem like a lower ratio, it is closer to the national average and lower than
the state average. The school’s rank is 37th out of 388 in Nevada. Jan Jones
Blackhurst Elementary School placed in the top 20% of all schools in Nevada for
overall test scores (math proficiency is top 20%, and reading proficiency is top
10%) for the 2017-18 school year. Based on all the statistics, I would say the
school has ranked well in its proficiency, but it is also too soon to establish and
compare its rankings.

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.

The diversity in this school is very wide-ranging. Based on the National Center
for Education Statistics, Jones Blackhurst has 510 male and 409 female students
enrolled. With ethnicities, 0 are American Indian/Alaska Native, 123 Asian, 60
Black, 248 Hispanic, 25 Native Hawaiian/Pacific Islander, 359 White, and 148
students enrolled are two or more races. There are 144 IEP students and 51 ELL
students.

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

There was not much information on the school’s mission/vision statements or

motto. The only defining objective for the school was a goal: “We are going to
work to make Jones Blackhurst Elementary a very special public school in Las
 Vegas, Nevada. We have specific goals that are being developed to spark
excitement for children to learn and achieve at our school. We want them to
proudly say, ‘We are STEAMers and readers and leaders!’” The school’s mascot
is a jaguar. Just by reading their goals, I have easily identified their goals and
priorities. The school focuses on science, technology, engineering, arts, and math.
They also wish to increase reading levels, comprehension, and deeper connections
with books. When it comes to soft skills, it was great to read that the school wants
to incorporate responsibility, accountability, problem-solving, adaptability,
teamwork, creativity, self-directions, and communication.

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

partners; extracurricular activities/clubs and athletics.

One of the many things the school likes to do is connect with restaurants and
stores in order to create community fundraisers. Another nice tradition they have
incorporated to this eccentric COVID year, is that when a student earns a reward,
such as earning their “Virtual Spots” for being Respectful, Responsible, and Kind,
they receive an outdoor sign. My sister earned two, and I can testify to her
excitement. It shows that the school really does care and is trying to be motivating
and appreciative, even through these days of crisis. Blackhurst has been placed on
the Superintendent’s Honor Roll from 2018 to 2020.
5) Briefly describe three other pieces of information that can be found on your assigned school’s
website.

The school is extremely informative to parents when it come to their online

culture. They have incorporated a calendar to let parents know the exact schedule
of their student’s specials every week. It’s very beneficial.

The school also maintains packets online, so parents know what assignments their
children are supposed to complete each week. Here is an example of the
assignments required to be completed by the kindergarten students at Blackhurst
Elementary School for the week of 05/03/2021.
 The third piece of information downloaded into the website, is a short video
called “Good Morning Jags”. The video is recorded and published daily to fit the
resemblance of a school’s morning news. There are multiple sections such as the
Pledge of Allegiance/30 seconds of silence, daily funny memes/video, birthday
announcements, and updates to classroom/school changes. They are very
entertaining and seem to hold the student’s attention daily. I find it admiring and
respectful, the amount of effort they put into creating these videos for the students
and teachers every day.

You can watch the video here every day:

https://sites.google.com/nv.ccsd.net/janjonesblackhurst/home.

Culture of the Classroom

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

 I can definitely tell that the teacher’s expectations are high, but in a very
comprehensible way. She always encouraged her students to participate and not
fear answering incorrectly.

2) Evaluate the level of student participation in the class. Who participates? Who does not?

Student participation was high, which was nice to see because it meant that the
students were being attentive, having fun learning, and were not afraid to ask
questions and answer incorrectly. To me it seemed, and I discussed this with the
teacher, that the students who answered constantly, were those who took part in
GATE. The classroom would always get a little quieter when the GATE students
went to their program class. The rest of the students still participated, but they
were perhaps not the first ones to shoot their hands up in the air. I also noticed
that the two students who had an IEP, also participated regularly. They seemed
very excited, and I believe they mainly wanted to converse.

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

distribution of power, teacher personality.

The teacher had an extremely kind yet respected personality. She was carefree
and not afraid to be herself, while also allowing her students to be themselves too.
She always showed she was proud of them and was not, in any way discouraging
or overly stern. She never humiliates them, yells, or complain. She also never
showed any favoritism. It was an extremely healthy and safe environment for
students. The teacher was very polite and friendly with her students and vice
versa. There was support and the opportunity to ask for help. She always
reassured her students that they are free to ask if they need any extra help or if
they have any questions. Another thing I would like to mention is her open-
minded train of thought. There was a time when the teacher was giving a lesson
about a specific marine species. One of the students corrected her, but to my
surprise, she didn’t get humiliated or embarrassed. She didn’t become defensive.
She just apologized and praised the student for knowing the correct fact. She
clarified herself and continued, as normal as could be. I admire her so much and
really use that kind of thinking in my everyday life. I also hope to use that in my
teaching methods and philosophical orientation. She didn’t take the criticism
harsh, she didn’t take it personally. She used it as a simple learning lesson.
Amazing.

4) Observe student-to-student interactions, inside and outside of the class. Are they using
any chat features to communicate with each other?
Yes, the students use the chatroom provided by Google Meets. The chatting
software is not complicating and difficult to use. It seemed the students had a lot
of fun communicating back and forth, sometimes a little too much. They also used
the chatroom called Hangouts. I noticed that most of them actually use it for
educational purposes. When they were working on their opinion pieces, many of
them were conversing and helping each other through the chatroom. It was very
pleasant to see. They also used the chatrooms to answer questions that the
teachers asked, such as “What’s your favorite animal?”, “Is there anybody who
wants to let us know something they are celebrating?”, and “If we could have a
class pet, what kind of pet would you like?” The students really enjoyed it.
 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.

My first impression of the virtual classroom was that it was quite different. I have
done virtual meetings and appointments before but had no idea what to expect
when it came to a classroom. Her classroom specifically was very warm and
welcoming. The students were free to be themselves and the participating teacher
was very caring and loving. I enjoyed taking part of lessons and seeing them
progress. Even if the students hadn’t seen each other in person since they began
their academic year, there was still this connection and family-like feeling. Many
students had their cameras and microphones off, yet you could tell they were
there. The students loved being there. I enjoyed seeing how the teacher
transported her personality and warmth showcase behind a screen. She was
friendly and easy-going, very understanding of the various situations that students
were facing attending school at home. I also noticed that the level of excitement
for every segments of the class. I don’t recall hearing a child groan or complain
about the next subject. It could be because their microphones were off, but it
could also be because the teacher incorporated many small fun snack-size tidbits
in between each section, such as watching a funny video or also watching logical
riddles that really make you think. It was a very interesting way for her to reassure
that the students were attentive.

2) Please describe the student make-up of the class, including gender, ethnicity, ELL,
students with physical challenges, and any other apparent attributes that are important to
note.

The gender orientation of the classroom was very much cut down the middle.
Based on ethnicity, I did notice most students were of Asian descent. The next
ethnicity was Caucasian. I recall seeing maybe one or two Hispanics and African
American students. There were three to four students with IEPs and over eight
students who partook in GATE. I was a bit taken back on how many GATE
students that were enrolled in her class, but she did mention that she has always
had a large number of students in the GATE program. I did not identify any
student as partaking on the ELL program.

3) Are their posted class rules or course expectations? If rules/expectations are posted write
them exactly as they appear.
 Unfortunately, the classroom rules were not posted on the virtual classroom.
Perhaps the classroom rules were made available to students through their Canvas
account, but they were not visible to my acknowledgement.

4) Does the teacher enforce these posted rules/expectations? What rewards or consequences
are used for compliance or noncompliance?

From the rules and expectations that the teacher and I had spoken about, yes, she
was very adamant on enforcing the rules and regulations. When it came to
rewards, she was on top of constantly giving Dojo points for students who
participates and Spot Tickets to students who volunteers to do certain jobs. The
consequences usually pertained either closing the chat room (a section of Google
Meets where students could converse and ask questions) or she would take away
certain privileges or activities that students usually looked forwards to. These
were all consequences that could have potentially happened, but while I was
observing, the unfavorable consequence it got to, was just closing the chatrooms.
The students were really well-behaved and respectful of one another and the
teacher.

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

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

Unfortunately, the school’s mission/vision statements were not posted on the

virtual classroom. Perhaps they were made available to students through their
Canvas account, but they were not visible to my acknowledgement.
 ASSIGNMENT #3 (Classroom Layout)

1) Describe the workflow of the online environment. Is the space and time used efficiently?

Google Meet was an incredible tool to use, especially considering that all the
students obtained Chromebooks as part of their virtual classroom learning. They
had all the Google products and software at their fingerprints. There was minimal,
if any at all, technical issues mark any unused time and the children utilized all of
the provided aspects of the application. There was one key feature that really
caught my attention. It looked like a ‘hand’ icon that children pressed to replicate
them raising their hand as they would in a live classroom. It allowed the teacher to
see how raised their hand first and all those who participated. Students could
answer questions, ask questions, and provide side commentary and opinions.

2) In your opinion, how can the virtual arrangement of the room be improved?

I do believe that students should be required to show their presence and not make
it optional. Primarily because in a live classroom, the student must be present.
There were certain situations where students would declare themselves as present,
but were in fact just ‘logged in’, but not necessarily present. I also believe it
would be nice to have a section where all students can collaborate and type
together. It might be beneficial for the teacher as well. Sometimes when teacher
need to physically show students an explanation for a topic (as they would on a
whiteboard), they need to screenshare. It would be nice if Google could
implement a “White Board” kind of application to the virtual room arrangement.
 ASSIGNMENT #4 (Instruction)

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

The instructions that the teacher delivered were in whole classrooms or in small
groups. It was really mazing to see how you can break students into small
“breakrooms” on Google Meets. It was almost as if they were sitting together in
groups in a live classroom. There was one case where the teacher realized
students were working on different assignments, so she put students working on
the same assignments in their own groups so that they can discuss and ask each
other any questions needed to clarify. I was placed in one of the breakrooms and
can testify that the students really did work together and use that application as
such. Using the virtual platforms was quite different then seeing students sitting
down as a group on a table, but it had a lot of resemblance. Plus, the teacher had
access to all the breakrooms and jumped around consistently, to see if anybody
had any questions.

2) Describe your cooperating teacher’s teaching style.

My cooperating teacher’s style was very student-centered. She was laid back,
caring, understanding, and patient. Her approach to lessons began with her
explaining the objective and going over the topic, while also asking questions
whether about the comprehension of the subject or the student’s opinion. At
times, she would give time for students to discuss amongst themselves to come up
with answers or collaborate different ideas. One implementation that I did notice
about her teaching style, was her use of technology. Putting aside that classes
remained given in a virtual platform, the teacher seemed amazingly comfortable
integrating technology and using the software and applications as tools. She
would have them play games (educational) online, show logic-based videos, and
have them even do readings online. It as interesting how well she seemed to have
adapted to the major changes.

3) How does the teacher incorporate the sensory modalities (learning styles)? Give
examples.

Teaching a class through a virtual platform makes it difficult to satisfy all learning
styles. Visual learning was the primarily used learning styles. There were many
diagrams, pictures, and lesson outlines to showcase. Students were captivated by
the videos shown. Auditory learning was also primarily used, especially when it
came to lectures and readings. Combined with visual learning, the students had a
 great time learning about bacteria, marine animals, and historic pieces.
Kinesthetic was a bit more difficult to satisfy. It was very apparent that students
moved about in the comfort of their own home. There were small traditions that
the teacher has implemented, that allowed children to move a little more. One of
them including something called the “take off”. This mean that when a teacher
asked a question, if a student had completed the assignment or agreed to the
question, the student would SHOOT out of their chairs. It was quite intriguing to
see, and the students seemed to really enjoy jumping out of their chairs.

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

The students seemed extremely engaged in the lesson prepared. To make sure the
students were being attentive, the teacher would randomly ask questions and see
who answered. It seemed most hands would go up (hand raising being represented
by the button application on Google Meets). When the teacher went over
objectives, it seemed that students looked excited, they actively participated,
discussed the topics presented, and asked questions. My favorite part was seeing
students smiling and hearing them laugh. One time, the teacher was giving a
lesson over diseases for the subject of health and social sciences. The students
seemed to be really captivated. During the reading, they asked questions and put
in theory own opinions. Some even tried to self-diagnose themselves. Hearing
them all go “eww” to the topic of malaria was a little comedic. They seemed to
really be understanding the topic.

5) Are there any students isolated or not present/participating in the class? Explain?

It was a bit difficult to determine exactly who was and was not participating. In
some instances, I noticed some students would simply leave. I recall hearing one
student leave in the middle of a lesson because her parents needed to go pick of
their other child and of course they could not leave the young student alone. The
teacher as quite understanding, but it did make it a bitt difficult to track who was
present and active. Most students did participate in class. There were a couple shy
ones that did not like to turn on their camera or microphone, and they did not ever
raise their hand. Virtual classrooms are quite different.

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

It seemed there were not many absences in the classrooms, but for the students
who were, she would just update them of the assignments due and privately and
quickly go over the previous lecture.
7) How does the teacher handle transitions from subject to subject or activity to activity?
Are the transitions efficient?

The transitions were extremely efficient because it incorporated time for

“independent study” between each subject. It allowed students to work on the
assignments due. If the students were already done, they could read, work on
assignments from other subjects, or go on other software programs provided by
the school that increased certain skills such as math, typing speed, or reading. It
was a smooth change and children did not seem rushed and pressured to do the
assignments too quickly. This also allowed her to work independently with each
student that needed extra help. She was able to see the pace of each student and
determine what other methods she could try, while setting up for the next lesson.

8) List ways the teacher uses “attention getting” commands, word phrases, signals, etc. Are
they effective?

The only command I recall the teacher using, was just hearing her politely ask the
class to lower their voices. It seemed to be highly effective. The students paid
attention quickly and quietly returned to their assignment.

9) What specific behavior issues does the teacher have to deal with? How does the teacher
handle the behavior issues? Be specific.

There was only one behavior issue that I noticed during my time observing her
classroom, and it’s a bit funny because it’s usually the main issue a teacher would
expect in a live classroom, instead it is the equivalence, but in a digital/virtual
platform – student talking too much. Now, one would expect to hear voices and
laughter to the point here one could not hear themselves, the comical part is that it
was all on through a chatting/messaging platform through Google Meets. It
normally began with the teacher asking a question and the student answering but
getting a little too excited and continuing the chat nonstop. In these
circumstances, the teacher would just “turn-off” or disable the chatting option and
students were then not allowed to chat in the grayed-out box of silence.

10) Are there any policies or procedures that help or hinder instructional time? Please explain
them and how they help or hinder instructional time.

One of the policies that help instructional time was the request to hold all question
until the end. This prevented the teacher from stopping in the middle of her lesson
and answering every question that may be answered in time anyways. It is
something I will be implementing in my classroom as well.
 ASSIGNMENT #5 (Observing a student)

1) What drove you to choose this student?

This student captivated my attention because he exhibited a surmountable amount

of energy and excitement to learn. I had made an assumption based on myself,
that I would end up choosing the quietest student in the classroom, but to my
surprise – that was not the case.

2) Explain what the student did during the observation.

During the observation, the student displayed a large amount of foreknowledge of

the many lessons and topics being given. They comprehended the lesson fairly
quickly and participated without hesitation. I did learn that this student was part of
the GATE program, and that was very much believable to anyone who took time
to observe. The student portrayed a level of maturity in his speech and a comical
personality.

3) Summarize the lesson given and the student’s responses to the lesson.

The lesson being given at the time was on multiplication of larger whole numbers.
The class was divided into breakrooms. I was placed with him. The student
seemed to understand the assignment and the lesson. While the other students
were having a bit of a difficult time, he explained quite some of it and the other
students slowly began to comprehend as well. He was patient, yet eager to run
through the assignment. Almost as if it was “too easy” and he needed to be
challenged. When the groups return to discuss the assignment as a whole class, he
participated in answering the math equations and assisted the teacher when others
were not understanding.

4) Make sure to document ALL behavior in relationship to what was being presented by the
classroom teacher.

The student’s behavior was very well-mannered. There were times where his
excitement levels would increase tremendously. His enthusiasm was well shown
through his want to speak to other students about the topic or incorporate
information to the lesson while the teacher was speaking. Other than that, he was
an extremely well-behaved student.
5) Please describe what you discovered about the student’s learning styles, involvement in
class, and his/her educational needs.

I did learn that student partook in the GATE program, which made perfect sense.
He was an incredibly smart student with a visual learning style, quickly adapting
to the transition of lessons. It did seem like a part of him enjoyed being the
comical student, wanting to make his classmates laugh. There were certain period
of time in which he did seem like he yearned for more challenging work. He
participated a ghastly amount and had he highest amount of participation points.
 ASSIGNMENT #6 (Cooperating Teacher Interview)

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

“I have been a teacher for eight years. I used to work for Nay Elementary School. My
husband is an 8th grade science teacher, and I come from a long line of educators. The
main reason I became a teacher was because I always knew I wanted to help others,
especially children.”

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

“I would say student behavior is number one. Also, the tasks required or done, don't
always align with the required standards. Lastly, sometimes I feel like teachers don't have
a say or don't have control.”

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

“The best part of being a teacher, is definitely the children. They give you purpose and
make your day. It’s nice to see them grow up and to feel like you had a part in that.”

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

“I try to move around the seating assignments once a month because the students become
bored and irritated with the students next to them. The desks are always arranged boy,
girl, boy, and girl because if you put all girls together - there would be a lot of drama.”

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

“I sometimes put kids who are a little more understanding of the subject, in groups with
those who have a more difficult time because they learn to work together and learn from
one another. In Google Meets, I put them into breakrooms and then we come back and
discuss the information and assignment together.”

6) How often do you interact with parents in person? What are the main reasons for interactions
with parents?

“This year has been a little bit tricky because of COVID. As of now, I have contact with
parents by calling them or they message each other through a software called Dojo.
Parents are always welcomed to volunteer. If parents have questions about
 behaviors/grades/concerns, or wish to comment on a post, they can do so through Dojo or
send a private message.”

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

“It’s up to the administrator, but at this school we are expected to input two grades per
subject per week, [so] 8/week. Some administrators [in other schools] do not ask for
grades and some do. If you are not a rule follower, it will not work well for you. You can
do more, but you can’t do less. You can also use an exit ticket in order to substitute a
grade. An exit ticket is a truly short test or pop quiz on the lesson, after it is taught.”

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

“It depends on the subject. I have been teaching for a long time, so I have a basis on my
lesson plans. The first things you need to do is unwrap, understand, and break up the
standards for your won pacing. Then you find materials that match your pacing.”

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

“The main thing I use are alarms. Also, it helps to take whole classroom bathroom
breaks.”

10) What positive reinforcements have you used successfully? What behavioral consequences
seem most effective with this age group?

“Some of the positive reinforcements that I use are Spot tickets and raffles, Dojo points
verbally being given and praise. It’s important to let them know when they have done
well. The most effective behavioral consequence is to hold them accountable for their
actions. For example, if they do not complete their assignments, they will be required to
finish and call their parents. Truthfully, it depends on the respect between the teacher and
students. If you respect your students, they will respect you. I think people sometimes
don’t see their children as people, but they are. Another thing you can do is take away
their privileges, but I don’t like to take away their recess. Kids need to take out all their
energy. When we are doing virtual classrooms, if needed and students are being, I either
kick them out or mute them.”

11) How are specialist teachers involved in your instructional planning and process?

“It all depends on the severity of the disability. The special education teachers do provide
breakfast. I don’t go in with them, they do their own planning and make sure that it
 coincides with their grade level. The special Ed teachers will come into the classroom
and take the students with them to their own classrooms.”

12) How often are you evaluated, and what measurement tool is used by the administration for
determining your teaching performance?

“They come and observe you three times/year. When you are new and on probation, they
come and observe you six/year for the first three years. The measurement tool they use is
the NEPS standards.”

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

“You want to try and get all three’s, which means you are a proficient teacher. If you get
two’s, you could be put on probation. It is possible to get fours, which means you are
exceeding the standards. I am not necessarily a fan because the measurements tool is very
subjective, meaning it depends on the principal of the school. You could do the exact
same lesson plans and progression, but with one principal you would get three’s and
maybe one four, and with the other principal, you will get mainly fours. I don’t believe
the standards are detailed enough.”

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

“I was surprised most on how nothing goes to plan! You may have a lesson plan set, but
it turns out it is not enough time, or you need to go over more than what you expected.
You can only do your best and hope that students have captivated and comprehended the
information. Also, children nowadays grow up a lot faster. You think you know your
 kids, until you don’t. They are so much smarter, and sometimes even smarter than you
(but you can’t let them know that [laugh]).”

15) What drives their lesson plans? What standards do teachers use during lesson planning?

“I work with the other teachers in the 4th grade department. Together we make long range
or whole year plans. So, every summer, we come together as a grade level department
and set what we plan on teaching and which resources we will be using. Every year, the
lesson plans get tweaked here and there.”

16) If they are teaching at a Nevada Charter school, are there lessons prescribed from core
standards or from other resources?

“I have never taught at a charter school, but I would presume since they are still under
certain state standards.”

17) How do you accommodate ELL, GATE, General Ed and Special Education students?

“Most of my students who are in special programs, go to a different classroom or are

picked up by a different special instructor. If there are any accommodations that are
required for a student, the special programs teacher and I come up with the best way to
help. One of my students has a learning disability, so if she needs more time to finish
assignments or needs me to go over the information a couple more times, I will most
definitely help her with that.”
 ASSIGNMENT #7 (Summary):

I enjoyed my time during my observational time. The experience opened my eyes to a

better understanding about the way the educational and classroom system works. There was a
difference in experiencing first hand, as oppose to reading the information from a textbook. One
of the experiences that really opened my eyes, was the opportunity I received of attending a
grade-level teacher meeting. I became aware of what teachers are really looking for and the of
the challenges they face on a day to day basis. One of the teachers was having a difficult time
arranging meetings with parents because they would not show up. I have been so focus on the
orientation and historical aspects of education, that I never truly took focus into the day to day
adversities a teacher would face with parents. It seemed there were difficulties in creating a more
professional relationship with parents since classrooms were being held virtually.
I also learned the importance of a grade-level department. No one knows your curriculum
better than the teachers experiencing the same expectations under the same standards for the
same grade. During the meeting, the teachers worked together on the curriculum and shared tips
on how they can approach and handle the school’s plan on reopening. They had a concern on
students maintaining their masks on and keeping the six-feet social distancing. Another
discussion that the teachers had, was on the SBAC tests that students are required to take
annually. The SBAC tests are similar to previous CRT exams. The school sent out a a survey for
parents to fill out and decide whether they wanted their students tto take SBAC due to COVID’s
strange new situation. The results were left at 77% of parents decided yes, while 22% said no.
This upset the teachers because they were not prepared nor informed until the very last minute.
There was a long discussion on how the survey was worded and how it could have affected a
parent’s decision.

Review worksheet for students before they take their SBAC.

 I also learned more about the importance of students with special needs. There were a
couple students who experienced certain needs, and although I never noticed it changing the
routine, the teacher and I spoke about the importance of accommodating the needs. One student
has diabetes and must be very cautious of the snacks she eats, while also going to the nurse
during a certain time(s) to get her insulin shot. Other students required special aid or
accommodations such as extended time to complete assignments, special tutoring, or time to go
to Special Ed classes.
Technology is now a very important to any future teaching. I was amazed to see all the
programs available for students to learn, including: Special Numbers, Alexia, Kahoot, Canvas,
Nitro Typing, Mercury Games, etc. I don’t recall having any of these programs when I as child. I
was intrigued and pleasantly surprised by the progression in the use of technology. They were
also able to use this program as “white boards” where each student wrote their answers during a
math lesson. I was able to see all the student’s white board and their answers at the same time.
There was so much more I learned during my time observing. I could possibly write a book
with the amount of findings and questions I have. The most important lesson I learned came from
Miss Piggott – my observational teacher. I had asked her why she wanted to teach, and she gave
me a very simple answer, “I want to help people, especially children.” I thought it was a nice
response but didn’t think too much into it until I continued my observation. I noticed, she really
loved her job, her class, her students. This teacher is passionate. If I am going to do this job, I need
to really want to and really care. It’s not a job for the careless or for those who intend to get by on
the minimum. She impacted these students and had a loving relationship with the, I could see and
feel the amount of trust and respect they had for her. What she did and gave off – was not something
you learn in a textbook or by watching. You need to feel it and everything else will fall into place.
The lessons I learned in my textbook, whether it was technology, standardized testing, community
involvement, influence of administration, pros and cons of teaching, philosophical orientations –
all that, I saw how they really do impact classrooms, students, and teachers – how it impacted her,
It isn’t just something you read and forget, these are situations and topic you will have incorporated
in your career whether you like it or not. I learned more about the type of teacher I want to be and
the impact I want to have to be there for my students. I learned the importance of this career, and
its all thanks to one of my now new heroes – Miss Piggott.

Saint Patrick's Day Art Project

Observational Study Class Assignments and Handouts

Persuasive/Opinion Essay Assignment

 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 201 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: Alexandra Betsabe Olmedo

Student’s email: alexandra.rodiles@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: Alexandra Betsabe Olmedo

CSN Instructor: Steven J Saladino

CCSD School Assigned: Jan Jones Blackhurst Elementary School

CCSD Cooperating Teacher: Miss Christina Piggott

CCSD Grade/Department: 4 Grade

th

CCSD School Principal: Jennifer Boccia

CCSD School Phone: (702) 799-1252

Date Log On Log Off Hours

March 02, 2021 10:15 am 12:07 pm 1 Hr 52 Min

12:35 pm 3:22 pm 2 Hrs 47 Min

March 03, 2021 10:15 am 11:15 am 1 Hr

1:24 pm 3:26 pm 2 Hrs 2 min

March 04, 2021 12:40 am 3:17 pm 2 Hrs 37 Min

March 09, 2021 10:15 am 10:48 am 33 Min

2:46 pm 3:18 pm 32 Min

April 20, 2021 10:30 am 3:00 pm 4 Hrs 30 Min

April 27, 2021 10:00 am 12:30 pm 2 Hrs 30 min

Total Hours:

18 Hrs 38 Min

CCSD Teacher Signature: Christina Piggott Date: 4/28/21

 FIELD OBSERVATION STUDENT EVALUATION

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 (Can I give a 5 here?)

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:
Alexandra exemplifies every aspect of becoming an exceptional educator. Although she
is beginning her education toward becoming an educator, I can say with absolute certainty that
she is going to be a wonderful teacher. In addition, she will touch the lives of many students; I
confidently state this because she has demonstrated this within the relationship with my students.
My students and I look forward to her enriching their learning experience with her presence.
Every single day my students ask if she will be joining us, and they are disappointed when she is
unable to do so (I’ve had to explain many times that she also has a job outside of being in our
class). However, I also am disappointed when she cannot make it!
Alexandra has shown enthusiasm and respect when it comes to her observations. She has
attended extra hours because she wants to learn as much as she can; as she’s told me many times.
She takes notes while I teach and is always respectful of my time. She always asks on my prep or
during lunch if this is a good time for her to ask me questions. She is enthusiastic to talk to
students and build a relationship with them. She has created a wonderful rapport between herself,
my students, and myself.
I am disappointed I never got to see her teach a lesson. However, if I had, it would be
easier to make more critical comments on her teaching abilities. She is well rounded as a positive
influence on students, but she never taught a lesson. I do not believe this was part of her
requirements. She has stated that she would like to teach a lesson and will be coming back next
week. Alexandra is incredibly eager to learn and excel at what she does. I am very impressed!
Alexandra is also respectful toward others. She has shown a great amount of respect to
other educators within the building. My principal has invited her personally to student teach at
our school, and I would be happy to be her mentor teacher! As I am disappointed that my time
with her has come to an end, I can say with confidence that she will become a great teacher and
that her students will remember for years to come. Thank you for allowing me to be her mentor
teacher during this time.

Cooperating Teacher’s Signature: Date: 4/28/21