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: >>>

CSN Course: >>>

Professor: >>>

Professor’s email: >>>

CCSD School: >>>

Cooperating Teacher: >>>

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.
When I first walked into Mrs. Craythorn's classroom, the students were excited to see me and took me
in immediately, showing me their work or talking about random things. This made the environment very
welcoming and warm. Other than that, it also seemed a little bit hectic, with the kids full of energy that
was hard to keep their attention.
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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.
I went for several days, therefore the number of kids was constantly changing. At one point I counted 8
girls and 7 boys. Each child was a person of color, with one who spoke very little English, and had help
from another student to understand.
Observation 3: What are the posted class rules in the room? (exactly as written)

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance?
Mrs. Craythorn uses a point system that students receive if they're following the rules and takes them
away if they are not. I saw craythorn also take students outside of the classroom to talk about their
behavior too.

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently?
I thought the room was very organized in the sense that there was a spot for everything; Back table for
small groups, a bookshelf corner for reading, a calming station near the back of the class, trashcans
near the entrance, a Chromebook cart near the teacher's desk, and two different types of ways the
students can sit. There wasn’t very much room near the teacher's desk, making it feel crowded, and
there was a big storage closet near the small group's table that had a spot that kids liked to hide in.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
I honestly wouldn't know how to change this layout, everything has a place with very little extra room.
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?

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Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
A lot of class time is actually done in small groups, then some discussion time together, and some time
to share.
Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
I would say that the teacher's teaching style is mostly visual, followed by auditory, kinesthetic, then
reading and writing.
Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples.
Mr.s Craythorn incorporates the learning styles kinetically by breaking up words with their hands,
visually by pointing at near her mouth where a sound might come from, auditory by enunciating what
will be the most important sound or word in a sentence, and reading and writing through their reading
and writing subjects.
Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain.
I think for the most part they are, although there were a few kids who seemed more interested in talking
to others or messing around.
Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why?
Students were never isolated from the class other than Mrs. Craythorn taking them outside to talk to
them. As for the individual desks in the two front rows instead of the flower groups, they were chosen
by the students.
Instruction Question 7: Is instructional time managed efficiently? Please explain
I felt that most times I was there, instructional time was often being overlapped into other subjects in
their schedule, or parts of assignments were to be finished another day.
Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient?
Craythorn usually transitioned by getting the students back to their seats after individual group time by
counting down and giving points to those who got to their seats in time. I believe if points were not
incorporated, most of the class wouldn't get to their seats in time for the next lesson.

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Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they?
Mrs. Craythorn would whisper to the students, raise her hand in five and say “high five, four, three..”,
and say “Thumbs up when you know.” I believe that some of these were effective, but none of them
were quite as effective as giving up points.
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.
Most of the behavior issues were just students not being able to stay in their seats, focus, or raise their
hands. I believe none of these should be punished unless they are consciously doing it with the intent
to interrupt the class. Most of the time Mrs. Craythorn asks them to find something from the calming
corner, asks them to take “bear breaths” which are just deep breaths to calm down, or takes them out
of the room to talk about it.
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.
I believe the mask mandate in schools helps with the use of instructional time because it allows the
students to be able to be in in-person classes. It also hinders instructional time, however, because
some students might need to see their teacher's mouth or lips for certain words. Chromebooks are
helpful because of the different software the students use but are harmful as they can be distracting at
times.
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.
Lincoln was just rebuilt a few years ago, so everything looks basically brand-new. They have
colorful buildings, a playground with lots of blacktop, and their sidewalks are very new-
looking.
2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security.
The inside of the school has drawings and paintings in the halls, one hall that I passed everyday that I
was there had pictures of every student. It was very welcoming. One wall displayed Abraham Lincoln
when you pass by the stairs, and there was an elevator. In order to get into the building you had to be
buzzed in, then you had to write in the visitor book and fill out a covid protocol paper.

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. >>>

the school's mascot is a lion, and the school's motto has to do with their houses that spell out
PRIDE.
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school.
I was in Craythorn’s classroom most of the time, but when I was checking in and out I noticed the friendly
environment in the office. During recess and lunch, I noticed how students would look out for one another.
Cleaning up after each other after lunch and including kids in games at recess.
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?

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 A couple of Mrs. Craythorn’s students would leave at parts of the day to see other teachers but I never
asked about where they went or what they were doing when they left. Other than this, I never noticed any
inclusion or pulling out students for any special education program.\
4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc.
During lunch, students don’t have the choice to choose where they sit, so they can only interact with the
people who are right next to each other. During the one day that I watched recess, I noticed a big crowd
of kids playing tag together, while some other students decided to play ball or use the jump ropes.
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 only thing I observed when it came to displaying student achievements or awards was a display in
the main hallway of students drawings. I unfortunately wasn’t able to see the entire building, or
classrooms like music or art so I wasn’t able to see how their work might be displayed in specials.
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.
When observing Mrs. Craythorn teach, it seemed like her biggest expectation was that students listen to
directions and do their best to finish their work. Rewards for success were points that could be spent on
snacks or toys on Fridays. A lot of the kids personalities shined through their work, which I noticed when
reading some of their “How to” books.
2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed?
I would say at least half of the class would be actively participating, with some kids not being able to focus
and some kids constantly asking questions that sometimes pertained to completely different subjects.
When Mrs. Craythorn notices that the class is getting off track, she’ll stop and gather everyones attention
before continuing. Using High five and counting down, reinforcing hand movements for certain
assignments or giving out points were the three biggest techniques I noticed.
3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements.
If im being honest, it felt like the students were walking all over their teacher at times, taking advantage of
her kindness and patience. With this being said, a lot of other students would also help the teacher in ways like
cleaning up after their classmates, offering pencils or erasers, or grabbing something from the calm corner for
their classmate to fiddle with.
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?
Mrs. Craythorn always wanted to be a teacher growing up.
Interview Question 2: What are the main challenges you face as a teacher?
In the classroom, behavior has changed. Years ago, it wasn’t as prevalent as today, but there are more behaviors
as before. Another one is support from higher ups. At Lincoln, support is amazing, but support from other schools
and moral has been lower than it ever was.
Interview Question 3: What is the best part of being a teacher?
The influence you have on the kids. Home life may not be as great as it need to be, so seeing kids grow is so
awesome to see.
Interview Question 4: How do you determine where students sit in class?
She typically follows the high, medium high, medium low, and low method while switching students every 6
weeks. At the beginning of the teacher, she would sit students by their PRIDE teams. Additionally, there are
different types of seats that students can sit in that are different than the usual chairs.
Interview Question 5: How do you determine the members of any flexible groups?
For small groups, students are broken up by skill level. Higher leveled students will be put together in small
groups, medium high, medium low and low etc. so nobody can get left behind and theyre all in a comfortable
track.
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Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
Exit tickets, watching students, and testing after a student has mastered a subject is the most popular ways to test
the students.
Interview Question 7: What requirements are placed on you for reporting progress to parents?
They have to put information into infinite campus, and then parents can check infinite campus and message there
or on Class Dojo.
Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have?
In person, discussions don’t happen very often. With every negative, you should have at least 3 positives for
every interaction when talking to parents. Most of the time, discussions will happen if parents have any concerns
or if the teacher needs to report anything to parents. This varies from school to school.
Interview Question 9: How much grading do you complete on a daily/weekly basis?
This year, there hasn’t been as many grading as other years. Informatively, Mrs. Craythorn will grade students by
watching over and seeing growth, then formally summative grades will be taken that can be retaken if students
don’t do as well as they hoped.
Interview Question 10: How long does it take to prepare lessons for the day/week?
Throughout the entire team Mrs. Craythorn works with, lessons take about 1-2 hours per subject. Since there are
so many people on the team, Mrs. Craythorn only has to do reading lesson plans for 2nd grade, which takes her 1-
2 hours a week.
Interview Question 11: What procedures or strategies do you use to maximize instructional time?
High five, some other teachers do some chants, and “Lincoln PRIDE” are all procedures used throughout the
entire school.
Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group?
In depends on the group of kids, but tally marks and points are used to try to keep the students behavior
controlled. Mrs. Craythorn also used group points, and either gives or takes away points depending on behavior.
Color clips have been used in the past, but it can ruin some kids days.
Interview Question 13: How are specialist teachers involved in the instructional planning process?
They meet instructional teams by grade and discuss what the kids need to succeed and try to align their classes
as closely as they can. (ex: using fractions in music class when that grade is working on fractions in math.)
Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance?
During the first few years of probation, teachers are evaluated a lot more than after probation. Most times, its just
a part of staff or higher ups coming in the classroom and writing down notes, and grading the teacher from 1-4, 4
being the best in different categories.
Interview Question 15: What consequences are there if your evaluation is not favorable?
Mrs. Craythorn admitted that she didn’t quite exactly know. In her first couple years, she had gotten a couple 2s,
and some of her fellow teachers helped her out to achieve higher scores. As a teacher you can also send
evidence if you feel like you deserve a higher score.
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?
Lincoln doesn’t have a PTO, but a lot of support is provided instructionally by strategists who might pull kids out to
help students catch up. Additionally, as previously mentioned, each grade has a team of people to help with
things like lessons and support. The COVID relief has helped financially, but because of the struggle with
insurance there hasn’t been a lot of financial aid recently.
Interview Question 17: What surprised you most about teaching as a profession?
Mrs. Craythorn said what surprised her the most was how time consuming it actually is.
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
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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.

After some thought, I decided to watch Yuliana from Mrs. Craythorn’s second grade class. The first thing I
noticed about her was her colorful backpack. She sits in the back right group of the class with two other
people, as her last group mate hasn’t been to school in weeks. During my observations, one of Yuliana’s
pencils gets stolen. I had assumed that this might make her very upset, but she actually took it
remarkably well. She pointed out that it was missing, and after looking around she eventually just
grabbed a new pencil and continued working. The main reason I chose to observe this student in
particular was because she was extremely smart. Any question that Mrs. Craythorn asked the class she
knew immediately. If she didn’t know it, she thought about it a little bit more until she did. She was
respectful towards her teacher, always trying her best to pay attention to the lesson at hand. Of course,
she’s still a second grader, and when she was with friends, she would often get distracted, or even in a
little bit of trouble in some cases. Even so, she would always try her best to complete every assignment
before she allowed herself to mess around and talk to friends. Lastly, Yuliana would be one of the biggest
helpers when it came to cleaning up the classroom, and would aid in wiping down desks, ensuring her
space and the floor was clean.

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

I thought the opportunity of observing a teacher teach in a classroom was very beneficial to my degree
and future career. Last semester, I had the same assignment, but everything was online. The difference in
teaching online over in person and the difference in observing online and in person is very different.
Walking in the classroom, I was extremely nervous as to what to expect, even though I had already
observed and I also teach, although I teach gymnastics, not a second grade class. I noticed the
environment of the classroom, and how different but similar it felt than when I was in elementary school,
and it excited me for my future. Most if not all the students were happy to have me in their classroom, and
would try to talk to me any chance they could. During the lessons, I was inspired by the things I would be
able to teach, even if the students were being disruptive. When I was in elementary school, there were no
calming corners or stations, and i feel like a lot less free will than the students had. I had wondered how
different it would be if we did have calming stations to help with mood swings or to calm down and focus,
or if we had more free will with certain assignments or where we would like to sit during work time. The
best way I could describe Mrs. Craythorn’s classroom was my 5th grade social studies class, which was
my favorite classroom.

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:

CSN Professor:

CSN Professor’s email:

Student’s name:

Student’s email:

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.

CSN Student: >>>

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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: ___________________

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 Field Observation Packet © CSN Education Department 2017 Page 12
 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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