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: >>> Evelyn Duran

CSN Course: >>> Elementary Education

Professor: >>> Jacqueline Sgobba

Professor’s email: >>> jacquelie.sgobba@csn.edu

CCSD School: >>> William E Ferron Elementary School

Cooperating Teacher: >>> Mrs.Cropper-Gracia

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. >>>
My first impression of the classroom is that it feels very welcoming right when you walk in. The teacher is very
organized and friendly to all the students and faculty.

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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. >>>
All the students in the classroom are a mix of all races and ethnicities. There are more girl than boys in the class.

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? >>>
Yes, the teacher enforces the rules and she has rewards for when students get a good grade on their reading
tests. When the students are misbehaving or not following directions, the teacher tells them to change their color
from green (meaning amazing behavior) to yellow (meaning so so behavior) or red (not following directions)

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? >>>
Every space in the room is used efficiently. Theres a corner where the teacher and students sit together and
theres a space for everything needed so the classroom runs efficiently.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>>
In my opinion I would like the teacher to have a bigger classroom library with more reading options for the
students.

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ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record your
observations when presented with the questions below:

Instruction Question 1: What is the posted daily schedule for different subjects or periods? >>>
8:00-8:45 reading/small group
8:45-9:30 language arts
9:35-10:45 free time/reading math time
11:00-11:45 lunch/recess
11:50-1:00 specials
1:05-2:00 math
2:11 dismissal

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
There is a certain time in the morning where the teacher pulls aside a group of kids to a reading group. She works
with them as a group to help them with their comprehension.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>
The teacher has a teaching style that is a mix of old fashioned and modern. She engages with the students and
makes the lessons fun while also staying on task.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>
Sometimes she gets the students to get with their partner and they talk about the question given so they can help
each other.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>>
The students do seem to be engaged in every lesson. There are always hands raised eager to answer questions.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
There is a student in this class who seems to have trouble staying focused in class. She sits in the back of the
class and struggles to stay on task most of the day, I noticed she zones out a lot.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>>

Instructional time is managed efficiently and the teacher transitions into the next subject smoothly and at the same
time the students stay engaged.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>>
Once the teachers have finished with a subject and needs to transition into the next she gives the students time to
relax for a minute or two before jumping onto the next subject.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>>
The teacher raises her hand when she wants to grab the students attention, this attention grabber seems to work.
She also has a mini microphone she uses when she really wants students to focus on what she’s saying.

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. >>>
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I noticed she usually deals with a student who talks a lot when she is giving a lesson and a student who has
trouble staying focused.

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. >>>
When the students are doing work and they finish an assignment, they are able to decide whether they want to
read a book or do a lesson on I ready, which is a math website used by the school district.

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 is not new, but they did recently rebuild it during the summer. The school from the outside
looks very clean and big. The parking lot in the front of the building is very spacious for visitors and staff.
There are many cross walks and at the main street where cars pass by there is a cross walker to safely
cross the kids from one side to another. There is a fencing around the playground and the 2 buildings,
other than the front of the building where the main office is.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>>
All classrooms are in one big building and the first floor is pre k- 2 nd grade, and the second is 3rd-4th grade.
The cafeteria is the building right next to it. When you walk into the main building into the office there is a
spacious waiting room. The main office is very organized with sign in sheets if you will be going into the
building and sign out sheets if you are taking a kid out of school. When you walk into the halls of the
classrooms there is art work and student projects all over the walls. Its really cool seeing all the work the
students do and how their teachers display it. The cafeteria is very spacious and distanced good. The
stage is also in the cafeteria.

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. >>>

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>>
The staff is really welcoming and helpful when you go in the main office. They ask where you are
headed and if you know which way to go. They also have you sign in and tell you exactly where to go
for your visit.
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 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?
>>>
During the students recess, my cooperating teacher goes to help out in special education class.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>>

Whenever its recess time the students all go play as a class due to COVID-19. They stay with their class
and play on the blacktop different games. During lunch all students line up to get their food and be
seated. When its time to go back to class my cooperating teacher takes them to the restroom and lets
them use the restroom before going back to class, they all stand in a line while waiting for everyone to
finish.

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. >>>

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. >>> In the teachers’ expectations she has written down that she expects students
to be kind, respectful, and courteous

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >> Most of the students
participate in all lesson. There are some students who tend to stay more quiet but they are always still
focused in the lessons.

2. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements. >>>
the teacher is really patient with her students. When a student asks a question she answers it well
and with a nice voice. she would reassure students that just because they made a mistake it doesn’t
mean they cant fix it and correct it.

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? >>>
I was always high in school level wise, mom was a secretary at school, she liked helping kids or people it didn’t
matter.

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Interview Question 2: What are the main challenges you face as a teacher? >>>
Excuses from parents, not enjoying it as much anymore holding too many ways

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

The kids, and being with them every day and seeing them improve

Interview Question 4: How do you determine where students sit in class? >>>
Seeing problems, Kagan (medium high medium low), kids I don’t trust where you can see them

Interview Question 5: How do you determine the members of any flexible groups? >>>
Starr reading, a lot of it is based on reading scores

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>
Starr reading math every 6 weeks unless kids are behind every 2 weeks , MAP, 4 times a year, AMES test
reading fluency Google doc test every week

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>
Class Dojo, grades sent home every 4 weeks with note and get it signed, homework sheet

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>>
Some maybe once or twice a year some once a day when picking up kids

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>
Always on weekends, after a test, Fridays , sometimes during the week

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>
Stay late Tuesdays and Wednesdays lesson plans take 2 or 3 hours, uses curriculum engine

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>
School wide there must be a schedule.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>>
Problem this year is these kids haven’t been in school since 1 st grade

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
Involved

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>>
The principle mostly does a walk through since I am an older teacher, formal evaluation once a year

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>
Union district thing observed within 3 years and if not passed

Interview Question 16: What types of support do you receive instructionally, financially, or professionally from
the school, parent organization or school district to enhance instruction? >>>

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parents will help the teacher

Interview Question 17: What surprised you most about teaching as a profession? >>>
People say you can’t make money being a teacher but you can, constantly changing

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.
During my 10 hours of observations with my cooperating teacher and class I noticed one student. Due to privacy, I
will not be stating her name. This student I noticed would struggle in staying focused in class. During the reading
lesson the class would go sit in a circle with the teacher, this student would play with her pencil while the teacher
was reading, she would fidget with anything she can find. During math lessons she would somewhat be bagged in
the lesson but at one point in the lesson she pulled out a book and started reading. While the teacher was doing
reading groups, she asked to go the restroom, the teacher asked me if I can take her and when she finished using
the restroom she didn’t want to go back in the class. I asked her why, and she stated that she didn’t like class and
she ran down the hall. I didn’t know what to do in the moment, so I called the teacher out and explained the
situation. This student I noticed has trouble staying focused in class and she has trouble with her work.

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

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 20

CSN Professor: >>> Jacqueline Sgobba

CSN Professor’s phone: >>>

CSN Professor’s email: >>> Jacqueline.sgobba@csn.edu

Student’s name: >>> Evelyn Duran

Student’s email: >>> 5007622680@student.csn.edu

Should you have any concerns or questions about this process, please feel free to contact the instructor directly,
or the CSN Education Department at: (702) 651-4400.

TIME LOG - CSN Field Observations

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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: ___________________

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:
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 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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