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: >>> Dalia Miguez

CSN Course: >>> Edu 203

Professor: >>> Vicki Rieger

Professor’s email: >>> Vicki.rieger@csn.edu

CCSD School: >>> William Orr Middle School

Cooperating Teacher: >>> William McConnell

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.

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BEFORE ARRIVING ON THE FIRST DAY...

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.
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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.

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.

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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. A clean, organized, and warm (close-together) united
environment.

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. >>> All male students.
Majority are African-American and one Hispanic. All students with Emotional D

Observation 3: What are the posted class rules in the room? (Exactly as written) >>>
1) Respect Peers and Staff 2) Mind your own business 2) No phones/tables during instruction time 4) Keep
hands/feet to yourself 5)Use Appropriate Language

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>> YES. The teacher uses a ticketing system in order to reward the
students. The student is given one rule to work on specifically for the whole week, and if the student gets
works well on the rule for the whole week, the student in given a prize at the end of the week. Students
who do not follow rules get taken away gym time at the end of the week.

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

>>>INSERT YOUR DRAWING HERE<<<

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>> The
space if used efficiently. There is a book corner, a computer corner, a board game corner. The room is
organized and the students know where to go when they need something.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> I personally believe the room is fine as is, it is very well organized for the type of a room it is.

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? >>> The school
has a rotating schedule. The school has seven periods. Each day starts with a new period. (Ex: Monday
1-7. Tuesday 2-1 Wednesday 3-2) The main classes the students have: English, Reading, Science, Math,
Social Living, P.E/HEALTH, and GEOGRAPHY/HISTORY/COMPUTERS

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
The instruction is mainly done in whole groups. The reading of books is done is groups.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>> He is very
patient. He like to make the students strategically think and uses fun and entertaining websites in order to
help the students maintain engaged and learn.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> The students all preferred to do websites and learning activities rather than plain
worksheets. When it came to reading, the students were reading a book that they chose as a class.

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Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> Yes, students do seem engaged at first. Students later may get distracted or start talking to
each other but he tries and successfully brings them back or gives them breaks so they students do not
feel over-whelmed.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
No, all students seem to get along well and like to be near each other.
Instruction Question 7: Is instructional time managed efficiently? Please explain >>> Yes, teacher tries to
work up to each bell and also allows breaks in between in order to maintain a good flow in the classroom
and so the students do not get bored of him or distracted easily.
Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>>
He has a different time each day to teach a certain subject so he just has a reminder on the board of what
day and period they will be starting with and the schedule for the day.
Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? >>>
He calls out for their attention by asking for it. The students will normally not quiet down with the first
time he asks but will eventually when they see he needs to speak but they are not letting them, the
students realize that they are being disrespectful.
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. >>>
Bad language, emotional (anger) breakdowns, threats, out of seat, running out of class. The class has a
ticketing system and a point system that reminds them that they are working for gym time at the end of
the week. He tries to remind them of what they can be rewarded with if they are good and settle down.
He also has a lot of one-on-one with a student if the student is having a melt-down or a specific problem.
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. >>> The students are to put their
phones away so they do not get distracted. Also I believe the seating arrangement helps the students be
more on task. Students warm-up first and are told they will have free time (around 5 minutes) if they
finish.

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. >>> The school was built a while ago so the building is old.
The building also is very confusing since it goes in circles. They added a new fence to the school
to prevent students from walking off campus.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>> They added brand new carpet to the building. There is
absolutely no inside passing so the students are always on the outside of the building except his
SEC class who are allowed to inside pass. There is someone standing at the front entrance at all
times to make sure students do not walk in. All doors of the building are to always remain locked.

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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. >>> “Get grit and launch into the
future” The mascot is a rocket.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>> Office staff is friendly. Students seem to be very comfortable around their
teachers and Dean.

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? >>> The bell schedule is consistent and students seem to understand and obey the
rotating program. Students are given a nutrition break and it seems to help students take a
breather and exercise. The school uses inclusion for the Special Education students.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>> General Education students appear to be
very rowdy and are a bit disrespectful to adults. There seems to be a huge issue with students
keeping their hands to themselves. Students appear to always be horse-playing/play-fighting.

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. >>> There is no assembles in
this school and there seems to be very low school pride. The school is a turn-around zone school.
It seems like students in P.E have a very hard time even dressing out. The school offers the
students a good variety of after-school programs to benefit from and it seems that the students to
take advantage of these great opportunities and clubs.

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. >>> The teacher is very patient with the students. I have not heard the teacher yell not
even once the time I have been there. The teacher tries to motivate his students as much as
possible to do well in academics. All students seem to be extremely interested in playing sports
(Football) and one in Art. The teacher motivates the students into following these dreams. The
teacher has a very close and good relationship with all of his students. The students seem to trust
their teacher, and even though may have little downfalls, it is obvious that the students care about
doing well for themselves and for their teacher.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>> All students
participate in the classroom at different times. It seems to be that one specific sixth grader is the
one who he has the hardest time with in getting him to do work. The student will work for rewards
but there is times where the student does not care at all. Some accommodations I was able to
find was for one student who was able to listen to music while doing work because it helped him
concentrate. Also, he tries to give them work according to their grade and understanding level.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>> The teacher and students have a relaxed relationship. The
students seem to be very open about what they think and feel with the teacher. There does seem
to be one student who is leader above his classmates. The classmates usually try to show off and
act out for this particular student. The teacher sometimes will ask this particular student to settle
down and please cooperate with him, and he will usually listen. As soon as this particular student
settles down, so do the rest of his classmates. The teacher reinforces every time a rule is being
followed, they are in their seats, he sees a act of kindness, and an assignment is completed.

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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? >>> He wanted to become at
teacher to be able to be a positive influence around young men.

Interview Question 2: What are the main challenges you face as a teacher? >>> Student behavior and
maintaining the pace of the standards throughout the year

Interview Question 3: What is the best part of being a teacher? >>> When students are able to realize and
reach their potential

Interview Question 4: How do you determine where students sit in class? >>> Based on student behavior and
strategically placing students around the room.

Interview Question 5: How do you determine the members of any flexible groups? >>> Based on behaviors

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> Daily writing
logs, quizzes

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> Quarterly
progress reports and quarterly IEP reports. Good open communication with parents also helps.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have? >>> Interaction in person is not as often due to different circumstances
the parents have but communication through the phone is often to talk about behavior and attendance.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>> Tries to collect all
assignments by Friday to allow students time to turn in all work. Takes a couple hours in the weekend to
grade. Returns work on Monday

Interview Question 10: How long does it take to prepare lessons for the day/week? >>> He uses prep period
and additional time before and after school to prepare for the day.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> He starts
off with a warm-up, uses formative assessments, independent work time, & some group work.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>> He uses tickets and reward points for positive
behavior. He uses calls home and lunch detention for negative behavior.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>> They
check his lesson plans and come in for observation
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Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> 2X a year & is evaluated by the NEPF standards.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>> He has not
experienced that yet and does not know what consequences could be implemented.
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? >>> He has mentors and receives
good supports from the Dean’s office

Interview Question 17: What surprised you most about teaching as a profession? >>> 1) The amount of time it
takes outside the classroom to prepare. 2) The amount of paperwork a Special Education teacher must
compete?

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.

>>> The teacher was giving a lesson about decisions. The student had headphones in and was asked to
please take them out and sit up closer. The student listened immediately and put his headphones away
and sat up front with the rest of the class. The teacher then began explaining the lesson about how
decisions are made from day to day and they can range from small to big. He explained the five main
components about making decisions. He also explained how every decision has a consequence, either
it’s good or bad. Then the teacher made an example about himself. The teacher asked all the students
what they thought about his car. All the students became interested in the conversation and this student
said “You need a buy a new one! Your car is ugly! You won’t be able to get any girls like that!” The lesson
than became a bit more entertaining for the students since they all started stating their opinions. The
students I was observing was making jokes and laughing at what the rest of the class thought about his
question. Then, the teacher went on asking what are some pros and cons to buying a new car. The
student I was observing gave some good ideas about why it would be good to buy a new car and why it
wouldn’t. The teacher then went on talking about how he would need to pay interest, a high insurance,
and a high registration if he bought a new car vs not paying much for the car he had now. Then this
particular student I was observing said “Yes, I hear registration is expensive and so is interest! See this is
why I don’t wanna be an adult and do adult stuff” So it was clear that the student knew what the teacher
was talking about and understood the bad there can be to a decision. Then the teacher asked them to
think about a decision they will be making in the future. This student chose “Should I play football in High
School?” The student had a good conversation with teacher about the pros and cons to playing football in
High School since the teacher was a college Football player. In conclusion, the student stated he will be
playing Football in high school. The student seemed very interested in this lesson and participated at all
times. I think that was a very good lesson because it helps the students think about consequences every
time they are about to make a decision, whether big or small.

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

>>> Observing this class has made me realize how important it is to establish good relationships with
your students. It is important for you to gain your students trust since you are their biggest advocate and
the person who this students will look up to. Students in these room are all kids with problems at home,
trust issues, anger issues, and lack of attention. It seems to me as their best hours are spend at school
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with their teacher and with their peers. I think it is good to be there for them and let them know you are
there because you want the best for their future and will help them reach their goals and their full
potential. It is important to be patient and understanding with them but at the same time firm to help them
realize that there is consequences to every decision and you are there to make sure they learn how to
always make the right ones.

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
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 203

CSN Professor: >>> VICKI RIEGER

CSN Professor’s phone: >>> 702-217-3250

CSN Professor’s email: >>> VICKI.RIEGER@CSN.EDU

Student’s name: >>> DALIA MIGUEZ

Student’s email: >>> MCDALIA07@GMAIL.COM

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.

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TIME LOG - CSN Field Observations

CSN Student: >>>

CSN Instructor: >>>

CCSD School Assigned: >>>

CCSD Cooperating Teacher: >>>

CCSD Grade/Department: >>>

CCSD School Principal: >>>

CCSD School Phone & Fax: (702) >>> (702) >>>

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

TOTAL HOURS:

Cooperating Teacher Signature: _______________________________ Date: ___________________

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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. This
page should be returned to the student along with their Time Log. If you prefer to fax or mail the completed
documents, you may do so by sending it to the CSN Professor’s attention via Fax: (702) 651-4908 or through
regular US mail to:

CSN North Las Vegas Campus - Education Dept.

3200 E. Cheyenne Ave.
Las Vegas, NV 89030-4228
SORT CODE CYS-222

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:__________

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