CSN Education Department - Alternative Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201, 202, or 203 is the opportunity you’ll
have to observe in a school classroom where students are actively engaged in learning.
Each of these three CSN courses require students to complete a 10 hour "Field
Observation" in a Clark County public school. If CDC Guidelines for Covid-19 prevent
you from physically attending a school campus during the current semester, this packet
will offer the alternative experiences required to satisfy your “Field Observation”
requirements for this class virtually.
If possible, to pair you with a cooperating CCSD teacher, your placement will be
processed by CSN’s observation coordinator, and you will receive details regarding your
assigned school from your CSN professor. Only then, will you contact the school and
meet virtually with your assigned CCSD “cooperating teacher”. Both you and your
cooperating teacher will design a mutually agreeable schedule to complete your
required contact hours once you meet for the first time.
Within this packet, you will find the required field experience assignments that you must
complete in order to pass this class.

Your Name: Hailey Mendez

CSN Course: EDU 203

Professor: Dr.Warbly

Professor’s email: dale.warby@csn.edu

CCSD School: Keith & Karen Haues Elementary

Cooperating Teacher: Paulie Hetzel

THE FIELD OBSERVATION PACKET ASSIGNMENT DIRECTIONS
Read through all the assignments and take notes during your observation visits. You
will gather information on more than one assignment during an observation. Then,
using your notes answer the questions for each assignment.
• All assignments must be word processed. Your detailed responses to assignment
questions must demonstrate careful analysis of the questions and the observation
information.
• Questions and their responses must include thorough explanations and examples from
the classroom observation. All responses must be written as complete sentences.
Include the question number, along with your response as a short essay response as in
this sample below:
Assignment #2 - Question 1: What is your first impression of the classroom
environment?
Response: “The classroom environment is friendly and welcoming to the students and
seems a fun place to learn. The classroom is decorated with the students’ work,
interesting posters and the teacher shows respect to the students.”

When it is time to submit the Field Observation Packet for grading, these items
must be included:
• The cover page of the Field Observation Packet
• All observation assignments
• Time Log verifying hours spent within virtual meetings
• The Cooperating Teacher Evaluation

THE FIELD OBSERVATION ASSIGNMENTS: Cooperating Teacher assigned to CSN

student
ASSIGNMENT #1 (Culture): Using the questions below, carefully observe and evaluate
the culture of the school. School culture refers to the way teachers and other staff
members work together and the set of beliefs, values, and assumptions they share. A
positive school climate and school culture promote students' ability to learn. Remember
you are evaluating the school for its educational culture, place of learning, sense of
safety, invitation for learning, promotion of self-actualization, development of values and
socialization. Use online resources such as your assigned school’s CCSD webpage,
http://nevadareportcard.nv.gov/di/, https://www.publicschoolreview.com, and
https://www.greatschools.org/nevada/las-vegas/ to answer the following questions.
Physical Characteristics: Look at a picture(s) of the school to determine atmosphere,
comfort, and feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping,

trees, parking lot, crosswalks, gates, signs and symbols. Describe in detail.
From the pictures, the school looks very inviting and welcoming. Outside they have a buddy bench,
gardens, and paintings that show that the school is a place of learning. They have lots of grass by their
playground which tells me it's a place for students to be active and get outside. I really like the pictures
they supplied of the gardens because they are colorful, and students are able to observe the plants.

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 the few picture provided on their website, I see a bulletin board that says, “Be the reason
someone smiles today” which demonstrates the school culture of a possible no tolerance policy. In
addition, all the pictures are very well lit, and I see student work displayed on some of the hallways and I
believe this is very important to making the students feel valued and recognized.

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.
At this school, the teacher student ratio is 21:1 which is a good size class for appropriate learning. The
rooms are not over grounded and they have plenty of resources for each student. The school 711
students and is in the top 30% of schools in Nevada for overall test scores. I believe this school to be a
very proficient and efficient elementary school.

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.
Since I am not able to go into the school at this time, I have only observed the classroom students. It was
difficult though to observe such makeup though because about three fourths of the students' cameras
are off. Though, in this class there is one student with an IEP, and there are more girls than boys in this
class. Though online, we find that 72% of the student body is Hispanic and Black and that it is a very
diverse school.
3. Explain the school’s mission/vision statements, motto, and mascot.
The schools mission statement states that they want to provide a safe and positive learning
environment with relevant and rigorous curriculum that will help students reach their full potential.
They value responsible, productive, and self-directed learners with their mascot being Hayes Heros. In
the morning the announcements include the school pledge that students recite in the morning that
states to, “Make good choices in all I do and say because this is the HERO way.”

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.
The school uses a house award system which splits the student's up into houses. Then they are awarded
through good grades, participation, random acts of kindness and more. Then they have house parties to
celebrate this good work.

5. Briefly describe three other pieces of information that can be found on your assigned
school’s website.
On the website of Keith and Karen Hayes Elementary School, you can find the school calendar,
registration information, and the ways to contact the school. In the school calendar you find important
dates and information such as an events location and time. Right now, being virtual it provides the
google meets code to join. You can also find registration information and how to enroll in the school.
Lastly, you can find the schools phone number, fax, and email in the “Contact Us” tab on the home page.

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?

The teacher explains multiple times that the students need to have a “growth mindset” and expect the
students to engage in the discussion. She expects the students to have their materials ready to go for
the lesson. Being online she is persistent on remining the students to engage in difficult problems and to
reach out to her for help.

2. Evaluate the level of student participation in the class. Who participates? Who does
not?
Being online the student's level of participation surprisingly has not diminished in this class. There is a
certain group of students such as Brooklyn, Marcel, and Amara. However, all the students type in the
chat box incrementally as a way for the teacher to know who is listening even with their camera off. The
student with the IEP does not voluntarily unmute their mic and keeps to the chat box.

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

distribution of power, teacher personality.
The teacher has developed close relations with her students and allows them to speak and talk about
not only about the lesson but also about their daily activities. Ms.Hetzel is very welcoming of mistakes
because she tells students that this is how they grow. She is positive and enthusiastic out learning and
asks students to share their learning.

4. Observe student-to-student interactions, inside and outside of the class. Are they
using any chat features to communicate with each other?
Being online it's difficult to see student-to-students interactions however I am able to get a small
glimpse of these interactions when they go into break out rooms. The students work well together, and
they like to share creations they have made at home. I have observed that the students like to show
things that make them unique and standout. For example, one girl shows off her earrings that she made
from recycled hairbows and another student talks about his video game set. They simply find time to
talk to each other through break out rooms and the text boof feature in google meets. They text on the
chat at times to say hello to one another.

ASSIGNMENT #2 (Observations)

1: What are your first impressions of the virtual classroom environment? Is it warm,
inviting, organized, etc? Describe the virtual environment in detail.
When first coming on to the google meet I felt very welcomed because the teacher acknowledged
everyone as they came in. She would smile and address the student by their name and say hello or ask
them how they are doing. Her class is very organized online because on the meet she has two screens
going. The teacher has one screen so that she can present and another so that we can see her as she can
keep up to date with the class without having to switch window tabs.

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.
In the class 11 boys and 9 girls. The ethnicity from what I can observe from what cameras are on is there
is a balanced mix of race being represented in this classroom. It is very hard to see other physical
limitations and cultures since we are virtual.

3: Are their posted class rules or course expectations? If rules/expectations are posted
write them exactly as they appear.
Before every lesson, the teacher displays the rules that she expects the students to follow every class.
She used the CHAMPS rules in her class which states that all “Mics off unless you are speaking” and to
“Raise your hand”. The rules are very short and concise so that the students can remember them.

4: Does the teacher enforce these posted rules/expectations? What rewards or

consequences are used for compliance or noncompliance?
The teacher highly enforces these posted rules because she shows them to the class every day before
the lesson. She reminds students to follow them throughout the lesson and when students follow these
directions, she gives positive reinforcement. She thanks the students for writing in the textbox which
encourages students to follow the rule that says, “Participate in the discussion.” When the students
collectively follow these rules, she allows them to Jam during Friday lessons which is a very fun reward
for the students.

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

In canvas the teacher has posted a daily class schedule that begins with teacher office hours where the
students can go in and ask questions, then announcements are at 8am and then she has her reading
lesson at 8:00. After this she had small group time if she feels like they need it or they go to work on
individual work. At 10:00 they begin their writing lesson and lunch is from 10:30-11:00pm. Then after
lunch they go into their math lesson at 11:05-11:50 and after this they have time for small groups and if
the students are not in a small group, then they work independently. After this, they have science time
followed by specials and the day ends at 2:11pm.
6: Do you see evidence of the school’s mission/vision statements in the virtual
environment?

The schools value very explicitly say that they value responsible, independent, and productive
learners and Mrs.Hetzel’s rules and expectations encourage student's participation even when
a lesson is difficult. She expects students to be on time for class and to have all their materials
ready which enforces the school's values for students to be responsible.

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?
On the online environment the flow of the classes and structure of the class is very organized. The
teacher opens up the google meet 5 minutes before each class and she has three live sessions a day:
One at 8:00am, 9:30am, and 11:50. During the class she has a PowerPoint presentation that moves the
lesson along very smoothly. The class moves very efficiently, and the teacher works hard to maximize
instructional time. She doesn’t try and surprise the class with schedule changes which allows the
students to feel prepared and ready to learn.

2: In your opinion, how can the virtual arrangement of the room be improved?
One way that the virtual arrangement of the room can be improved by using more group work during
the main lecture. I believe that students still need to feel connected with their group members and
allowing short breakout rooms can be very beneficial. Since these are fifth graders, they are a bit more
social in the rooms. When I observed the one room early in my observation, Ms.Hetzel used a breakout
room and the students seemed to enjoy it.

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?

Ms.Hetzel organizes her online classes with a variety of delivery styles. To begin her math lessons, she
pulls in a group of students and delivers information to a group of approximately 11 students. This group
of students changes because Ms.Hetzel says she is fluid in who she requests to attend small group extra
instruction. Then after the group she has a small break, and the main lesson is delivered. This is where
all the students attend in a whole group and learn the bulk of the lesson with generalized instruction
with no specific modifications or emphasis. Then, she gages the understanding of certain students have
puts together a small group of 4-6 students that she feels needs extra help. Often, the student with the
IEP and a student who is currently being evaluated for a learning disability is in this group.

2: Describe your cooperating teacher’s teaching style.

The teacher's style while delivering instruction is very direct and changes between teacher centered to a
facilitator. For her introductory lessons she remains teacher centered which means she is delivering
instruction however, she encourages lots of participation from the class. After this main lesson she
transitions to student centered and has students get into break out rooms and discuss with one another.

3: How does the teacher incorporate the sensory modalities (learning styles)? Give
examples.
To incorporate different learning styles, she shows diagrams and pictured while she is speaking and
reading the picture aloud. In our special education course, we learn the importance of supplying read
aloud instruction to written instruction to student who may have dyslexia or an impairment in reading
information. Therefore, I notice that the teacher never leaves information to read on the screen without
reading it aloud to the class. For students that are kinesthetic, being online is difficult to reach these
needs during a lesson. For verbal learners, she asks students to discuss and present their knowledge to
the class which allows students who learn through discussion to do so. For the logical learners, during
her math lesson she teaches the origin of how a math formula or the logic of how a problem such as
fractions work. She uses real life examples that make sense to life application such as buying ¾ of fabric
so that students can understand how fractions are used in the real world.

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

The majority of students are very engaged through the chat box. When a teacher asks a question, about
12 of the 24 students respond via textbox. In addition, when a teacher asks a student to unmute their
mic to share or answer students are quick to do so.

5: Are there any students isolated or not present/participating in the class? Explain?
There are a few students who do not participate in class. They do not have their camera on and the do
not type in the textbox or unmute their mic unless exclusively asked. These students are pulled into a
small group and the teacher positively encourages their participation. When they answer the teacher
gives immediate feedback that is first positive no matter the answer and if it is wrong, she corrects it or
asks a student to help each other out.

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

When speaking to the teacher about absences she said that online it is difficult to get students to turn in
their work online. When they were in person, the students would have a folder on their desk and
everything that was passed out on the day that the student was absent would be placed in the folder.
Then, the student would have about a week to get the missing assignments in. Though online Ms.Hetzel
says that she uses the app platforms such as Freckle math to check what assignments student are
missing. She does this at least once a week so that she can send a message to student in their email
reminding them to get it turned it. She may also message the parents on Class Tag or if in cases where a
student is constantly absent, she will call the parent.

7: How does the teacher handle transitions from subject to subject or activity to activity?
Are the transitions efficient?
To transition from subject to subject the teacher has the student log off of the google meet. She
typically gives instruction to the student when she has them log off such as, be sure to complete the
assignment or go get some water and eat lunch. This is like a brain break for the student so that they can
either get extra help in a lesson or a break to refresh their brain. I believe that for virtual instruction, this
is very effective because having the student stay on a meet for several straight hours sitting is not going
to help the student stay engaged. So, allowing a bit of free time to the students during transitions is very
efficient.

8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc.
Are they effective?
Th teacher doesn’t necessarily use “attention getting” commands such as things like rhymes that the
student repeat back to her because of the fact that this is online. Instead, I notice that she mainly says
things like “Flood the chat box” to get student participation. She may also say address specific student's
names to get attention. Being online I don’t think there are many other commands she could use. She
may be able to use a rhyme where she says something, and the student respond in the textbox with a
missing fragment. However, this would probably be time consuming and distracting.

9: What specific behavior issues does the teacher have to deal with? How does the
teacher handle the behavior issues? Be specific.
One of the behavior issues that the teacher has to deal with is when the students make remarks about
other students learning. I noticed that every now and then when one student is having a difficult time
comprehending the concept another student who may be understanding the lesson quickly will say
things in the chat box like “Come on this is easy” or “How” which is degrading to another students
understanding process because they may begin to feel rushed and

10: Are there any policies or procedures that help or hinder instructional time? Please
explain them and how they help or hinder instructional time.
In the morning she shows the morning announcements and then they say the Pledge of Allegiance. The
procedure to take an assessment is to first review through a slide show. Then she explains the directions
and expectations during the test. She says that after the test, the students are to send her a message on
Go Guardian. Then she previews the test with the students so that if they have any questions, they can
ask before they get into the test. Then Ms.Hetzel publishes the test online and the students go to take it.
I believe this is a very good procedure for test taking that waste no instructional time.

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

assigned classroom during direct instruction.
1: What drove you to choose this student?
I chose to observe Daivon because he is in the process of getting evaluated for a special education. I
decided this would be much like when I am in a classroom and I am to observe students for possible
special needs.

2: Explain what the student did during the observation.

During the lesson in the beginning, he did not have his camera on and then once the teacher started to
ask questions, he turned it on. He moves around a lot and stands up incrementally.

3. Summarize the lesson given and the student’s responses to the lesson.
The beginning of the lesson consists of a review where the teacher lectured to refresh the students'
knowledge. During this he is listening though he is moving around and looking at different things
happening around him. Though, when the teacher asks a question to see what students know, he is
quick to raise his hand which tells me that despite him looking disengaged he is learning. Them the
teacher reads out a passage and this is when he gets up and moves around. After the whole lesson
Daivon stays with the small group to take a test.

4. Make sure to document ALL behavior in relationship to what was being presented by
the classroom teacher.
He seems focused on the lesson at first but is fidgety with other things near him. When the teacher asks
to give an example of figurative language, he shoots his hand up very quickly but Ms.Hetzel called on
another student. He had to leave his camera for a short time so to deal with something at home but
came back quickly. He is waving his comb around aggressively and then turn off his camera. His camera
is back on but has not yet participated in the class. When the teacher asks a question, she calls on the
student's brother and right after he answers the students that I am observing raises his hand. He seeps
intrigued when questions are asked. He answers a question, and the teacher immediately says, “What a
great answer I love the vocabulary you used” and I believe this helps encourage the students to further
participate in the class. While the teacher is reading the passage projected on the screen he stands up
and moves around.

5. Please describe what you discovered about the student’s learning styles, involvement
in class, and his/her educational needs.
What I discovered about the students learning style is that he may be a heavily kinesthetic learner. Since
he likes to get up and move when the teacher is talking, meaning he is not doing anything my listening
and following along, he may benefit from instruction that allows him to move around and work things
out. He is not timid to participate in class which is a very good thing.

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?

Ms.Hetzle originally went to school for hospitality though she didn’t feel fulfilled. After running
a restaurant for ten years she decided that for a job to feel fulfilled she would go into teaching.
2: What are the main challenges you face as a teacher?
Meeting the needs of all the students. Ms.Hetzel says that being a teacher you have so many different
students with different needs and the most difficult part of being a teacher is meeting these needs
weather academically, emotionally, physically, or with home life.

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

When she sees a difference that she's making a difference. She says that you won't make a large impact
in every single student, but it is very rewarding to see a child leave your class at the end of the year who
has been impacted from the teacher.

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

The teacher likes to put her students into groups that encourages cooperative work and grouping. In the
beginning of the year, they get to have freedom in seating and the students are allowed to choose
where they want to sit in the class. Then throughout the year, she will switch seats depending on the
“undercurrents” of the class which means what drama and social problems are happening in the class.
She will also have students who have hearing, or vision impairments be moved to the front. She tries to
mix up students at a table of all academic levels so that the higher ones in certain areas can help out the
lower levels in other areas. In addition, Ms.Hetzel likes to switch up the seating arrangement every now
and then to keep the students interested.

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

She is very fluid with who she decides to pull into small groups and enrichment groups. Maps scores also
play a part, these are tests that the students take, and these scores let Mrs.Hetzel know who will most
likely need to be pulled into a group in the future.. Low percentile kids go into groups.

6: How often do you interact with parents in person? What are the main reasons
for interactions with parents?
The teacher uses an app called Class Tag which is very similar to remind. Shes uses it to message parents
about upcoming even or to talk about their student facing troubles in the class such as participation and
not submitting work. The teacher also uses parent teacher conferences to be able to see the parent.
When she is able to meet with the parents Ms.Hetzel gets to better understand the student and build
connections with the families.

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

She doesn’t grade everything. She reviews and scans for who got the concept. She says if she were to
grade every single thing then she wouldn’t have time for anything else. They use the formative and
summative at the school Mrs.Hetzel teaches at which means test and large projects are worth 90
percent of their grade and other work is worth 10 percent.

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

Mrs.Hetzel shares and prepares lesson plans with other teachers. She originally spent 70 hours a week
to prepare lesson plans which is far too much and so now she collaborates with other teachers in fifth
grade. Sometimes she recycles lesson plans, but she likes to twitch hem up to see what she is interested
in teaching.
9: What procedures or strategies do you use to maximize instructional time?
By keeping routine and structure in the class the kids stay knowing what's going on. If there is a change
in schedule, the teacher lets the students know ahead of time so that they are prepared. In addition,
before class the teacher allows about 5-10 minuets of free time in the class so that students can get
settled in and then at 8:00 am class time begins. This keeps kids on track and engaged.

10: What positive reinforcements have you used successfully? What behavioral
consequences seem most effective with this age group?
When they were in class, the teacher used pop up which is where when the student has something to
say they stand on chairs to speak. This gets them use to presenting themselves to the class. There is a
schoolwide program that uses positive reinforcement using houses and hero grams. Every time a
student demonstrates good behavior, earns good grades, and is participating in class they have the
chance to revive points that goes towards their house. Then at the end of the quarter they get to have a
house party for the house with the greatest number of points. In addition, the students that are doing
well in Mrs.Hetzels class they get to sit and have lunch with the teacher.

11: How are specialist teachers involved in your instructional planning and
process?
Music, art, Pe, SEL, are the teachers that sometimes try to talk to the fifth-grade teachers to learn about
what curriculum the teachers are teaching and how they can incorporate that into specials. Though she
says it's not as integrated as you think it would be.

12: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
Currently, Mrs.Hetzel is pass probation which means she gets officially observed 3 times a year and one
is an announced observation and the other ones are pop ins. Though because of online they havent
observed as much since the administration is very busy with the new changes. NEPF is the framework
that is a rubric in which they grade the teacher.

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

For someone who has been teaching as long as Mrs.Hetzel, in a bad evaluation the teacher will just talk
with her supervisor. Though if a teacher is truly suffering sometimes a coach will come in to help
teachers get ideas and better skills.

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

The sheer number of things that you are asked to do is what surprised Mrs.Hetzel. She didn’t expect so
many extra tasks and responsibilities along with simply teaching information.

15: What drives their lesson plans? What standards do teachers use during
lesson planning?
Long term plans are made to see what does nor does not work which is what drives the lessons. PLC
where teachers go and meet to talk about how the teachers are doing and what did or did not work and
what to change in the lesson plans. NCTS Curriculum engine is where the teacher goes to break down
the standards to understand what to plan and teach the students.

16: If they are teaching at a Nevada Charter school, are there lessons prescribed
from core standards or from other resources?
She has not taught at a charter school before.

17. How do you accommodate ELL, GATE, General Ed and Special Education
students?
With GATE they pull out and special ed pushes in. Enrichment work is assigned to students who have
mastered the standard as a way to keep those students engaged and challenged in the general
education class. Students who are ELL she uses sentence stems, pictures, and google translate a reach
those students. She also supports students struggling by pulling them and going over academic
vocabulary so that they would be able to understand what the whole class is talking about. Special ed
may need to chunk the assignment which means she will compact the work and make it less but still
maintain the standard. She also uses graphic organizers.

ASSIGNMENT #7 (Summary): Thoroughly summarize and reflect upon your entire 10

hour Field Observation. What did you observe, learn, realize about teachers, students,
instruction, the school environment? How has this observation better prepared you to
understand the teaching profession? How does the observation relate to the text
information and class activities? What specific ideas on teaching will you remember to
include in your classroom?

_____________________________________________________________________

Remember that before receiving the final grade for this EDU course, the CSN student
must submit the completed Cover Page, Field Observation Activities, Time Log, and
Student Evaluation to the CSN instructor for grading.
The cooperating teacher must also email the instructor to confirm the successful
completion of the observation. The student is required to provide the CCSD cooperating
teacher with their CSN professor’s email, so the cooperating teacher can send an email
to verify that the student has successfully completed the 10 hours of observation. The
instructor’s email must be provided on the first page of this packet, and on the next
page for the cooperating teacher.

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

course. Students must save this completed packet in digital form, and as a hard copy
for the Education Department’s capstone course, (EDU 299) Education Portfolio or
(EDU 220) Educational Psychology
COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS -
VIRTUAL

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our
education majors are required to complete 10 field observation hours in: EDU 20_3___
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 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 _3____ 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 ___3___ Introduction to ___Special________ Education
CSN Professor: Dr. Warbly
CSN Professor’s phone: (702) 651-4189
CSN Professor’s email: dale.warby@csn.edu
Student’s full name: Hailey Mendez
Student’s email: haileymendez@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: Hailey Mendez
CSN Instructor: Dr.Warbly
CCSD School Assigned: Keith & Karen Hayes Elementary School
CCSD Cooperating Teacher: Paulie Hetzel
CCSD Grade/Department: 5th grade
CCSD School Principal: Brandy Tuckness
CCSD School Phone: (702) 799-4466

Date Log On Log Off Hours

3/2/21 7:55am 9:00am 1 hr 5min

3/5/21 11:50am 12:40pm 50 min

3/9/21 8:50am 9:20am 30 min

3/12/21 8:00am 8:40am 40 min

3/15/21 11:oo am 12: 35pm 1hr 35 min

 3/18/21 8:00am 8:50 50 min

3/19/21 1:30pm 2:00pm 30 min

3/23/21 8:00am 8:30am 30min

3/24/21 8:00am 9:00 am 1 hr

3/24/21 9:35 am 10:05 am 30min

3/24/21 11:50 am 1:30 pm 1 hr 40 min

3/25/21 8:00am 8:50 50 min

Total
Hours

CCSD Teacher Signature: _________________________ Date:

___________________
FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD
teacher

Please complete the following evaluation using the Performance Indicator Scores below
(with the student) once the total observation hours are met. Your constructive
comments are extremely valuable to the student. Return this page to the student along
with their Time Log to be submitted to the instructor with the completed Field
Observation Packet.

Enter the appropriate “Performance Indicator Score” in the spaces below.

(4) =exemplary (3) =consistent level (2) =not consistent (1) =lacking
_____ Professional appearance, adherence to CCSD dress code
_____ Reliability, punctuality
_____ Communicates effectively with teachers and staff.
_____ Demonstrates manners, graciousness.
_____ Reflects upon observations using critical thinking.
_____ Demonstrates enthusiasm and curiosity toward the profession.
_____ Models respectful behavior with students
_____ Uses appropriate language.
_____ Exhibits pre-service educator success indicators.

Comments:
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Cooperating Teacher’s Signature: __________________________________

Date:__________