CSN Education Department - Field

Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201, EDU 202 and EDU 203 is the opportunity you’ll have to observe
in a school classroom where students are actively engaged in learning. Each of these three CSN courses require
all students to complete a 10 hour "Field Observation" in a Clark County public school.

Once your placement is processed, you will receive details regarding your assigned school from your CSN
professor. Only then, will you contact the school and meet with your CCSD “cooperating teacher”. Both you and
your cooperating teacher will design a mutually agreeable schedule to complete your required contact hours once
you meet for the first time.

Within this packet, you will find the required field experience assignments and other documents that you must
complete in order to pass this class.

Your Name: >>> J’Danae Campbell

CSN Course: >>> EDU 201

Professor: >>> Steven Saladino

Professor’s email: >>> steven.saladino@csn.edu

CCSD School: >>> Doris Reed Elementary Schoool

Cooperating Teacher: >>> Bonnie Lantor

Save this completed packet for this class, and your Education Capstone Course, (EDU 299). Your CSN instructor
will let you know their required format for submitting the observation assignments within this packet.

BEFORE ARRIVING ON THE FIRST DAY...

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

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

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

UPON ARRIVAL THE FIRST DAY…

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

UPON ARRIVAL TO THE CLASSROOM…

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

DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

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

Attendance and Punctuality

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

Relationships
You should exercise respectful discretion when voicing your personal views. It is important that your demeanor
and opinions remain confidential. Under no circumstances can information about any students be released to, or
discussed with, any unauthorized person. It is forbidden to have any contact with students outside of the
classroom you are assigned. This restriction also includes CSN students contacting CCSD students using any
electronic means or through the use of social media.

Dress Code
CSN Department of Education wants you to be a success. Therefore we have established a dress code for
students fulfilling their observation requirement in the assigned school district. Appearance creates credibility;
make a good first impression by dressing professionally.
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Required Acceptable Attire:
Males:
• Shirts with collars
• Ties (optional) with button down shirts
• Khakis, trousers, slacks; belts if pants have loops, (no sagging, rips or tears)
• Simple jewelry
• Shoes and socks that cover the toes and heels

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

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

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

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

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

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

ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin your classroom
observations. Complete the questions below:

Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting, organized,
etc? Describe the physical environment in detail. >>>
Colorful, organized, clean, spacious. Desks arranged in groups of 5 (five groups of 5). Teacher’s desk is
up front, she faces students most of the time. Many posters, bookshelves, and cabinets. Table groups
each have their own buckets that hold their supplies.
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Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL, students with
physical challenges, and any other apparent attributes that are important to note. >>>
Very ethnically diverse . Student makeup is Asian, black, Hispanic, white, etc. 9 boys 11 girls. Very even.
No physically challenged students besides a girl who had a foot brace. There is a new boy who is an ELL
student. He knows practically no English. The teacher has devote time to him going through basics such
as the alphabet and numbers.
Observation 3: What are the posted class rules in the room? (exactly as written) >>>
Be proactive. Begin with the end in mind. Put first things first. Think win-win. Seek first to understand,
then to be understood. Find your voice and inspire others to find theirs. Respect yourself, respect
students, respect adults, respect buildings.
Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>>
The rules are enforced. Rewards are used/ She has colored tiles that she gives to students There is a
house system, at the school and every time someone gets a tile, it goes towards their house. And the
house with the most points at the end of the school year gets a big prize. She really enforces them raising
their hands and not having outbursts.
ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an accurate overhead
view, labeled drawing, of your assigned classroom before answering the questions below

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>>
I’d say the space is used quite efficiently. She has the desks clustered in groups of 5 in the center of the
classroom with her whiteboard and desk in the front and bookshelves in the back. I like that she has them
in groups working together vs like being in rows.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> In my opinion, the physical arrangement can be improved by setting up learning stations around the
classroom. Maybe themed areas (like math, reading, science) where students can collaborate.
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ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record your
observations when presented with the questions below:

Instruction Question 1: What is the posted daily schedule for different subjects or periods? >>>
8:00-8:15 Breakfast 8:15-9:45 SFA 9:45-11:00 Math 11:00-11:50 Specials 12:10-12:50 Lunch/Recess 12:50-
2:00 ELA 2:00-2:21 Scientist
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
Instruction is often done in whole groups. She instructs the whole group at once.
Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>
I would say her teacher style is authoritative but sometimes she lacks warmth. She can be dismissive or
sarcastic and it seems like it hurts the student’s feelings sometimes.
Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> She does incorporate visual learning by using the board and working through/working on
problems there.
Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>>
The students are really amazing and most of the time they seem really engaged and interested in the
lesson. They raise their hands when questions are asked and they participate well. Some students seem
to be lost in thought while she’s talking but the majority look to be listening attentively.
Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
One student was isolated from the rest of the class. I heard he was having outbursts and being disruptive.
Instruction Question 7: Is instructional time managed efficiently? Please explain >>>
I’d say instructional time is managed efficiently. She doesn’t take disruptions and when they get
distracted, she diverts their attention back to the material. She also doesn’t waste anytime. Any free time
they have, she uses for additional instructional time.
Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>>
She simply just switches to the next subject. She has a different set of students who come in for math
time.
Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>>
She has a method she uses where she claps her hands in a certain pattern and they follow. This often
gets their attention or shh’s them and they often listen
Instruction Question 10: What specific behavior issues does the teacher have to deal with? How does the
teacher deal with these behavior issues? Be specific. >>>
The only behavior issues she has to deal with sometimes are kids talking when they’re not supposed to
be. But that doesn’t happen very often, her kids are super well behaved.
Instruction Question 11: Are there any policies or procedures in place that help or hinder instructional time? If
so, explain them and how they help or hinder use of instructional time. >>>
No, there are not.
ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and evaluate the culture of
the school where you are assigned to observe. Remember you are evaluating the school for its educational
culture, place of learning, sense of safety, invitation for learning, promotion of self-actualization, development of
values and socialization.

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

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking lot,
crosswalks, gates, signs and symbols. >>>

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 Quite literally smack in the center of a neighborhood. There are houses surrounding the school
entirely. There is fencing outside around the playgrounds.
2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>>
Colorful, filled with work from students. Entrance is not very secure at all, I always just walk right in. No
windows in classrooms.
Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere within the
school.

1. Identify the school’s mission statement, motto, and mascot. >>>

Mission statement: Our mission at Doris Reed is to build a student centered, engaging
environment that promotes growth in academic excellence, respect, and integrity collectively
between staff, students, families, and community. Motto: Where students lead and succeed
Mascot: roadrunning
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>>
Welcoming, helpful, kind, accommodating.
3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block
scheduling, periods) Does the school use inclusion, or a pull-out program for special education students?
>>>
Combination of both inclusion methods and pull out programs. It usually depends on the students
and what their needs are.
4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>>
Some interactions between boys appear to be rough. Usually students hang out on the
playground or on the field.
5. Examine school traditions, achievements and awards; community recognition or community partners;
extracurricular activities/clubs and athletics. Look for and document sources of community pride and
sense of identity through ceremonies, assemblies, trophies, and artifacts. >>>
Citizenship award and principal’s award are the two awards that are given to students of each
grade each month.

Culture of the Classroom: Each classroom has its own culture and way of life.

1. Look for teacher(s) expectations for learning and success, interactions with students, and his/her
personality. >>>
Expectations: attentiveness, participation. Her personality tends to be very sarcastic and cold at
times but I can tell she tries to be encouraging as well.
2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>>
Most of the kids participate with an exception of a few quiet/shy kids.
3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>>
The students love and respect their teacher. She doesn’t ever abuse her power and she
encourages the kids to advocate for themselves in the classroom and take initiative.

ASSIGNMENT 5 (Cooperating Teacher Interview): Complete the questions below by interviewing your
cooperating teacher during a convenient time. Include any school documents that your cooperating teacher will
allow you to photocopy for your packet.

Interview Question 1: What was the primary reason you became a teacher? >>>
She loves learning, and wanted to keep learning and pass/impart a love of learning onto others.
Interview Question 2: What are the main challenges you face as a teacher? >>>
Students are lacking structure and stamina after being home for so long. She has to deal with that.
Different levels and learning styles within each student. Having to differentiate and meet each kids needs
and be able to adapt. It’s a challenge to let go.
Interview Question 3: What is the best part of being a teacher? >>>

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Everyday is different. Seeing a student have that aha moment. And when they finally get it and are proud
of themselves.
Interview Question 4: How do you determine where students sit in class? >>>
At first it’s alphabetical. It helps her to become familiar with names at first. But as the year progresses,
she’ll have a good mix of high, mediums, and lows. The lows and mediums together so the lows can look
up to the mediums and follow their example. And the same with mediums and highs. She’ll sometime put
the highs and highs together to challenge each other.
Interview Question 5: How do you determine the members of any flexible groups? >>>
The students take standardized testing that will already group them by results and skill level. Based on
diagnostics information (MAP and iREADY taken 3 times a year) and observation/performance on tests.
Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>
5 minute quick checks at the end of each lesson to check understanding.
Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>
Progress reports every two weeks available online. Unsatisfactory notices given out when students aren’t
doing well. Report cards at semesters
Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>>
She’ll run into parents before and after school as they’re dropping off kids and she can have quick chats
with them about how the kids are doing or if there are any concerns that need to be addressed.
Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>
3 hours or more a week grading. Usually done on weekends.
Interview Question 10: How long does it take to prepare lessons for the day/week? >>>
As a team, third grade teachers meet once a week on Wednesday for 45 minutes to an hour and plan what
standards and lessons are going to be taught and whether the book covers the information they want to
teach.
Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>
Planning. Utilize any free time. If they finish work early, they can use their free time on the computer to do
further practice on their own.
Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group?
House system. They earn points for their house and the house that has the most points gets a prize.
Letting them be a helper. No prize boxes. Moving seats is a behavioral consequence. Calling parents.
Sending notes home to parents (can be positive and negative)
Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
They don’t really fit into the process. They just get sent to the special classes for 50 minutes.
Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>>
Nevada Educator Performance Framework. One a year. Standards: Assessment is integrated into
instruction, students engage in metacognitive activity to increase understanding of an responsibility for
their own learning, new learning is connected to prior learning and experience, learning tasks have high
cognitive demand for diverse learners, students engage in meaning-making through discourse and other
strategies.
Interview Question 15: What consequences are there if your evaluation is not favorable? >>>
Yes, but she doesn’t know what they are because it’s never happened. You could go back on
probationary terms or multiple observations a year. You may need to take more training.
Interview Question 16: What types of support do you receive instructionally, financially, or professionally from
the school, parent organization or school district to enhance instruction? >>>

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Instructionally: Professional Developments offered by the district that she can attend to learn more
(learning opportunities). At the beginning of the year, parents donate cleaning things like tissues or hand
sanitizers. That’s about all.
Interview Question 17: What surprised you most about teaching as a profession? >>>
How much she learns from the students. About life, resilience, etc. She learns about the kids and their
stories and what makes them who they are and why they act the way they act. “You learn what you don’t
know.”
ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom during an
extended period of direct instruction. Detail what was going on in the environment, and what you observed the
student doing while the lesson was being given. Make sure to document ALL behavior in relationship to what was
being presented by the classroom teacher. Please describe the setting, the lesson that was given, if the student
was on task and engaged in the lesson, and what you uncovered about putting yourself in a lesson from the
student’s point of view.

>>> Student is actively listening and participating. Is writing in their math book along with the teacher.
Offering help to his classmates. He does multiple strategies to find his answer. Volunteers when the
teacher asks a question. Setting: in classroom and in a group of three. He is very engaged and went
ahead when he finished early. He raises his hand and doesn’t shout out even when others do. He seems
to always anticipate what’s coming and does it before instructed. His elbow mate tends to look at his
paper and copy. I can’t tell if he’s allowing her too or trying to get her to stop. Putting myself in the
students point of view, I can tell he gets quite bored at times because he grasps the concepts early and
easily. However, it’s nice to see him eager to help other students when he finishers early. Since he
finished early, he gets to go on math accelerator. He went to go talk and visit his friends who only
finished early and worked together on the math accelerator.

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

>>> Overall, I had a truly wonderful and fulfilling time completing this field observation task. The school
that I got to go to is my very same neighborhood elementary school that I grew up in. I went there from
kindergarten-5th grade and it was just lovely to be back. The first day I went there was very nerve-
wracking, but the kids were very sweet and it was amazing to get to see how studious and hard-working
they are. Some days I sat at desks with the students, other days I was more off to the side observing and
taking notes. One of the highlights of my time there was meeting a boy named Mateo. He was an ELL
student. His primary language was Spanish, though he knew very little of that. And he knew practically no
English. Usually on days while I was off to the side observing, I would get to hang out with him as he
completed his English work. Due to the 2 Spanish classes I took freshman and sophomore year, I was
able to communicate with him a bit and it was really nice. He even taught me a few words. Another
highlight was just seeing how well the class worked together. They were like a well-oiled machine that
knew what needed to be done, and got it done. It was very evident how much they respected their
teacher and each other. On one occasion, the teacher I was observing invited me to sit in on a lesson plan
meeting she has weekly with the other 2nd grade teachers. That was also a really nice experience. It was
interesting to see them all collaborate and create a plan for the next week. It was also a little
disheartening to hear one of the teachers in the meeting insult her class. I won’t repeat the phrase she
used to describe them, but it was really rude and upset me to hear a teacher talk that way about her group
of 7- and 8-year-old students. On my second to last day, I ran into the principal of the school. When I was
in 5th grade, it was her very first year as assistant principal. When she saw me she teared up and recalled
how at 5th grade graduation, I came up to her and hugged her and told her she did such a good job as her
first year of assistant principal. Then, on my last day, as I said by to all the students and gave them all
high fives, one by the name of Tre’Von stepped out and said, “I hope you succeed in becoming a
teacher.” To me, that moment was a full circle moment. Tre’Von was to me as I was to Mrs.Asnarez the
principal. It touched my heart and was the perfect way to end off such an amazing experience. I feel very
grateful to have gotten to observe such a beautiful, lovely class.
Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit their
completed Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN instructor for
grading. The student must also provide the CCSD cooperating teacher with their CSN professor’s contact
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information, so the cooperating teacher can send a quick email validation that the student completed their 10
hours before the final exam date.

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

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COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

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

EDU 201 Introduction To Elementary Education

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

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

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

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

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

CSN Course # & name: >>> EDU 201

CSN Professor: >>> Steven Saladino

CSN Professor’s phone: >>> 702-651-3105

CSN Professor’s email: >>> steven.saladino@csn.edu

Student’s name: >>> J’Danae Campbell

Student’s email: >>> 5007337213@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

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