CSN Education Department - Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201 and EDU 202 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 requires
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: >>> Lorena Hernandez Quintero

CSN Course: >>> Edu 201

Professor: >>> Jacqueline Sgobba

Professor’s email: >>>

CCSD School: >>> Rundle Elementary School

Cooperating Teacher: >>>Israel Carrillo

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. First, contact the principal and office manager listed for the school you were assigned to arrange a good time to
come in for your initial visit. You can use the emails provided or you may call the school and ask to speak to
those individuals listed. Note: If their name is not listed on the contact list for the school they DID NOT receive
my field observation email and may not know what you are referring to.

2. 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/

3. 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.

4. 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 as well as fill out ANY check-in
paperwork for school safety. Be patient while the information you’ll need is located by the Office Manager. The
request for placement came through Gmail from our Field Observation Coordinator (Corinne Blake), 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.

CCSD COVID Procedures

Students must abide by all CCSD policies regarding the safety of staff and students. For up-to-date information
please visit: https://ccsd.net/departments/risk-management/covid-19-information

Attendance and Punctuality

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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.

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)

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 “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. >>> The classroom is very warm and inviting because there
are several multicultural images that encourage all students are welcomed inside the classroom.

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. >>>
Majority of the students inside the classroom are Hispanic.
Observation 3: What are the posted class rules in the room? (exactly as written) >>>
This classroom had no posted class rules other than the finger sign languages used to use the restroom
or if a student needspencil.
Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>> The classroom did not have any posted rules. The only rules enforced
during my observation was to be respectful to the instructor and other classmates.

ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an accurate overhead
view, labeled drawing, of your assigned classroom before answering the questions below

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>>
The classroom was layed out into tables and their was enough space in the middle of the classroom for
whole group read alouds and instruction.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>>
During my observation I noticed that the classroom did not have space for centers the classroom tables
could be pushed closer to the center to create just an amount of space in the corner for student centers
or for students to sit around the wall if they ever need a different place of concertation rather than their
desk.

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? >>>
There was no posted daily schedule inside this classroom
I have included a list of subjects that were done during my observation
Breakfast 8:45
Specials 9:05
Reading 10:00
Lunch/reeces 11:00
Math
Writing
Dismissal 3:05

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
Instruction is done in whole groups and then it is done individual after instructions have been explained.
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Instruction Question 3: Outline the lesson plan/organization for a teaching lesson you observed. What
preparations in advance were needed to teach this lesson?
During my observation the students were doing testing. The materials needed for this observation was
chrome books and their weekly reading books. Each student is required o read books throughout the
week as they will take comprehension test online based on their book. Other students were completing
Math test from previous absent days.
Instruction Question 4: How would you describe your cooperating teacher’s teaching style? >>>
The teaching style of my cooperating teacher was definitely effective majority of the students worked
better independently and he allowed for the students to work inside the hallways to help concentration.
He also took a day out of his lesson to make sure all his students were caught up as far as testing to
proceed to his next lesson.

Instruction Question 5: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>
Yes the teacher used a lot of hands on learning as majority of his students he mentioned were visual
learners.
Instruction Question 6: What philosophical teaching orientation(s) best describe this teacher? Give examples
The teacher is a progressive teacher as he cares entirely about the students and to meet their needs and
facilitate their learning rather than focusing on the lesson itself he focuses on the students engagement,
participation, and comprehension of the lesson.

Instruction Question 7: Explain the use of culturally relevant materials, teaching strategies, class décor, etc. to
meet the needs of today’s culturally diverse student population.
The use of culturally teaching strategies are important because it’s important to understand whether the
students learn visually or not to meet the needs. Class decoration is also important because through
decoration the teacher welcomes all cultures and demonstrates to the students that all students will be
treated with respect and acceptance regardless of cultural beliefs.

Instruction Question 8: Do students seem engaged in the lesson(s) that are being presented? Please explain.
Yes , the teacher mentioned that read aloud were the students favorite especially because most of the
time he allowed for a different student to pick from a selection of books that he had for them to be read
aloud.
Instruction Question 9: Is instructional time managed efficiently? Please explain >>>
Instructional time is managed efficiently the teacher continuously reminds the students of time left over
before they have to move on to their next assignment. The teacher is also willing to change his lesson
plans for the students to finish up whatever is prioritized for that day.
Instruction Question 10: Describe how both teacher and students use technology in the classroom and with
assignments.
Technology was used in the classroom for majority of the day studnets worked independently majority of
the day on their online quizzez and activities assigned by their instructor.

Instruction Question 11: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>>
The teacher uses another phone with no services to set alarms for daily transitions such as lunch time,
specials, or when some students leave to visit the behavioral therapist. Students by now late into the
school year are very aware with the significance of the alarms.

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Instruction Question 12: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? >>>
The teacher uses the phrase “ class class “ and students respond “ yes yes “ or the teacher uses the
phrase Rundle which is the school name and the students respond with the word cardinals which is the
schools mascot.

Instruction Question 13: What specific behavior issues does the teacher have to deal with? How does the
teacher deal with these behavior issues? Be specific. >>>
The teacher has to deal with behavioral issues from a student. By now the teacher mentioned that he
nowadays to let the student cool off and choose where he wants to sit down inside the classroom to
complete his work. The teacher addresses that a few other students may be afraid of this particular
student and sometimes will not want to work together but that he has slowly worked his way to get the
students to understand the students behavior with expressing too much personal information about the
student.

Instruction Question 14: 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. >>>
Respect the teacher and classmates this includes everyones opinions and quickly listen when the
teacher is trying to get the students attention or trying to speak. This policy includes that all students are
active listening to directions or when the teacher is trying to get the students attention.

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. >>>
Despite that the school had been open for decades it is still well structured fencing and gates are
still well structured to ensure anyone from breaking in. The building is red and the playgrounds
the outside look well structured to make the school feel inviting for the students.
2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>> Entrance security was very safe the entrance doors are open
to the public but you must knock the office door and an office staff will come outside to greet you
and assist you before you proceed to come inside the office. The school hallways are colored
white but what makes them stand out is that they are well decorated with motivational phrases
throughout the school and of course each classroom has a bulletin board outside where they
decorate and show their work to others.

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. >>>MOTTO: SOARING HIGH IN
EDUCATION
Vision: To produce lifelong learners who are caring, informed, and responsible citizens.
Mission Statement: Rundle, where today's learners become tomorrow's leaders.
School mascot : Red Cardinal

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 2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>>
Visitors ate not yet welcomed inside classrooms but in my case I was instructed to check in with
my id and get a visitors pass. Staff was very welcoming everyone who I crossed path with in the
hallways said good morning. I even got to have a few conversations with other teachers about my
career and my desired teaching grade. The students definitely love all the teachers. The students
would high five and hug and connect with other teachers separate from their own classroom
teacher.

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 students do not use block scheduling or periods , each teachers schedule is slightly
different. Some teachers teach math or reading at different hours and lunch time varies by grade
level. There is a pull out program where students are pulled out to the special education room or
behavioral therapist or any other therapist where they can practice their math or reading.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>> Students interact in the playground and
the lunchroom. All students are very respectful and play very well with others and the teachers
and staff take turns being out in the lunchroom observing the grade levels to ensure that
everyone is being nice during lunch. During recess time teachers are required to be out on the
playground making sure their class is socializing respectfully.

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. >>>
The school has several clubs like the garden club in which they were founded to create their own
school garden. Other school clubs include football , soccer , media, choir, cheer.
6. Compare and contrast current school cultural environment with school historically.
The environment is still very l biting and most school staff have not changed so all staff members
have a connection.

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. >>>

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>>
The teacher uses popsicle sticks to ensure that all students are actively participating.
The modifications that I observed was that some students had their test questions being read to
them during assessment time. Other students were even given the opportunity to work outside
the hallway to accommodate to their concentration needs.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>>
Teacher definitely enforce respect and fair playing and interactions. The teaching staff ensure that
students feel comfortable speaking or being around all teacher but they also make sure to react
quickly when something is being done wrong.

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.

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Interview Question 1: What was the primary reason you became a teacher? >>>
I became a teacher because I was also a smart kid growing up I really liked coming to school , doing my
work, and I had great connections with my own past teachers. At one point I didn’t know what career I
wanted to choose, I was oftentimes made fun of for being a guy and choosing to become a teacher. But it
has been something I’ve really enjoyed and I’ve bend doing for many years.

Interview Question 2: What are the main challenges you face as a teacher? >>> Luckily I only have a
classroom of 16 students to focus on and I could imagine teaching middle school or high school where
there is 179 students I would have to teach but my main challenge as a teacher is motivating and
encouraging my class when the students underperform and having to deal with parental and peer
pressure.

Interview Question 3: What is the best part of being a teacher? >>> The most rewarding part of being a
teacher is when your students come back to you or reach out to you after many years and tell you that
you have become an inspiration in their life’s and that they are pursuing a career.

Interview Question 4: How do you determine where students sit in class? >>>
I do not base my seating chart off of how intelligent my students are. I use groups of 4 and I do try to have
1 person in each table who I know is well with listening to directions just in case I’m ever helping a
student with a test and someone is unaware of what they are supposed to be doing someone will be their
to help as well. I also make sure that my struggling student is closer to me and my desk because he has
mentioned to me that he feels embarrassed being the one to always come up to my desk and ask for help.
This way I am closer to keeping an eye on him and his class work.

Interview Question 5: How do you determine the members of any flexible groups? >>>
I review the child’s engagement and achieve my level on our weekly lesson and like I mentioned
previously I make sure 1 student from each center group or table group understand the lesson in case I
am walking around explaining to other groups.
Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> I make sure
to create a small quiz that we can either take as a class or individually before we move on to our next
lesson.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>
Progress reports and report cards but I try to do weekly check in with parents. If a student is not
completing their homework or is struggling on a lesson I make sure to let parents know so that they can
practice at home with the children.
Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>>
I discuss with a students parent as often as possible I try to interact one to two times a week with each
students parents during dismissal, phone call , or morning drop off.
Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>
I grade for about 3 hours a week .

Interview Question 10: How long does it take to prepare lessons for the day/week? >>> it takes about 2 days
max to gather with my grade level co teachers and plan out our weekly lesson but of course each class
and each lesson may be learned at different pace so my lesson plans are subject to change.
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Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> I try to
use breakout groups , I allow my students to breakout and work in groups which allows me to have a
small group and call those students who want to be helped for some instructional small group time.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>> With this age group they don’t really act out I do
have some children who will talk back but I do like to discuss behavior one on one because of o discuss
behavior issues in front of the class it only makes the student want to put on a show and talk back even
more. If a student says an incident occurs because they were “ just playing “ I remind that about proper
and respectful playing and always have my studnets apologize independently to one another or go talk
about their action with their classmate in the back table which usually works best for me as well.

Interview Question 13: What collaboration and planning do you do with your grade-level team or subject-
department?
With my department we try to have our lesson plans be based on the same lesson because most of our
first grade students have sibling in fact we have 6 set of twins in first grade so it easy for our parents to
practice with the children at home or work on homework together. Our homework assignments and
teaching strategies are different but we base it on similar lessons .

Interview Question 14: How are specialist teachers involved in the instructional planning process? >>>
I allow specialist teachers to come in at any time or to take out the student when needed because in the
end I am only looking for my student to be benefitted so if he or she concentrates more inside the
specialist or therapist classroom by all means I am happy to work with the specialist and create a
schedule.
Interview Question 15: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> observation occur every two weeks and it is used by a
Nevada educator performance framework.

Interview Question 16: What consequences are there if your evaluation is not favorable? >>> Good and bad
evaluations are always recorded and If a bad evaluation was to ever be recorded on my behalf I assume
that of course receive constructive criticism but nothing extreme or consequential happens unless the
evaluation is extreme.

Interview Question 17: What types of support do you receive instructionally, financially, or professionally from
the school, parent organization or school district to enhance instruction? >>>
The school receives support through title one and fundraising.
Interview Question 18: What surprised you most about teaching as a profession? >>>What surprised me more
about my teaching profession was that most parents are slightly involved , really involved , or not
involved at all in their child’s education and how that significantly effects their behavior or achievement
inside my classroom.

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

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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 student I observed , Cash was a first grade boy with behavioral issues. During my observation he
did some forms of talking back to the teacher. When the teacher was not present like in specials some
students were afraid of him approaching them and they would run away. Other students already knew
how to help him and in some occasion he would throw his glasses to the floor and some classmates
would pick them up and put the frame from his glasses back in or carry the glasses all the way back to
class where they would later give them back to Cash. During read out loud the student was not to engage
in the reading lesson but once it was time to break out into groups he grabbed his chrome book asked to
sit in the back table by himself and quickly finished his assignments. Cash was definitely a smart boy he
was on top of his work but from my observations he worked best when he was alone and with his
headphones on. This was an accommodation that the teacher allowed him to do to help complete his
work daily. The teacher also had a reward system for him where he was allowed once a week to choose a
sticker to place inside his sticker book for completing his assignments. Over all I made a good
connection with Cash he allowed me to read him a book and he read a book to me during his free time
and he expressed how he was feeling daily with me using a small book created by the behavioral
therapist with different facial characters that allowed for him to describe whether he was mad,sad , happy
or disappointed.

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

>>>
Going in to my field observation I definitely felt scared. My cooperating teacher was genuinely an amazing
teacher he had an amazing connection with his students and he of course gave some great tips to put
forth while pursuing my career. I was given the opportunity to interact with the students while they were
independently working. I was also given the opportunity to have a small group 20 minute teaching in the
classroom at the back table where I was able to guide the students in their math lesson through the use
of counting blocks to help facilitate their counting. One of my favorite thing was going to specials with
the kids. Specials is definitely the place where students take out most of their energy other than reason, I
did some fun exercises with the students , had a couple three legged races which were so much fun. I got
to sing, okay instruments and color some amazing coloring pages. These children have some incredible
minds and are really intelligent. My field observation as a whole definitely made me feel more confident in
my decision of becoming a teacher to the next generation of students.

Before final grading for EDU 201 & EDU 202 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

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

CSN Course # & name: >>> Edu 201 -1002

CSN Professor: >>> Jacqueline Sgobba

CSN Professor’s phone: >>>

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

Student’s name: >>> Lorena Hernandez Quintero

Student’s email: >>> lorena.hernandezquintero@student.Csn.edu

Lorena.h10@yahoo.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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