CSN Education Department - Alternative Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of 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 require
students to complete a 10 hour "Field Observation" in a Clark County public school. If CDC Guidelines for
Covid-19 prevent you from physically attending a school campus during the current semester, this packet
will offer the alternative experiences required to satisfy your “Field Observation” requirements for this
class virtually.

If possible, to pair you with a cooperating CCSD teacher, your placement will be processed by CSN’s
observation coordinator, and you will receive details regarding your assigned school from your CSN
professor. Only then, will you contact the school and meet virtually with your assigned CCSD
“cooperating teacher”. Both you and your cooperating teacher will design a mutually agreeable schedule
to complete your required contact hours once you meet for the first time.

Within this packet, you will find the required field experience assignments that you must complete in order
to pass this class.

Your Name:

CSN Course: EDU 202 Introduction to Secondary Education

Professor: Connie Christensen

Professor’s email: connie.christensen@csn.edu

CCSD School: Rancho High School

Cooperating Teacher: Paula Mellino

Alternative Field Observation Packet © CSN Ed Department 2020 1

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 determine a schedule with your
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You are
expected to login and log-off to virtual meetings at the scheduled time. In case of illness or emergency
that would prevent you from joining a scheduled class virtually, you must contact the cooperating teacher
a minimum of 3 days in advance to let them know you will not be in attendance on that day.

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 includes CSN students contacting
CCSD students in person, through 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 adopted the CCSD dress
code for students fulfilling their observation requirement in the assigned school district. Appearance
creates credibility; make a good first impression by dressing professionally, even when meeting virtually.

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,
warmups, 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. *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.

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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 while at the school.

CCSD WAIVERS
Review the terms of the CCSD Waiver Forms provided by your instructor.
“Student Statement of Responsibility” (Exhibit B) “Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to in order to secure your observation placement. While
submitting your Field Observation Request, you will be prompted to check that you have read and that
you agree to the terms of the waivers. Completion of the CSN Field Observation is a PASS/FAIL
component of the course.

ONCE YOU ARE ASSIGNED A COOPERATING TEACHER WHO IS DISTANCE LEARNING

1. Pre-plan for initial contact with the school you are assigned and make sure that all interaction with
CCSD employees and students is respectful, courteous, and professional. You are a representative of
this class and the college. CCSD is allowing you to observe their teachers 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. The school will select a teacher for you to observe and
provide you with their contact information.

2. The first half of your field observation/experience will be centered around learning background
information 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 virtual classroom at
the school level that you were assigned. You are simply observing during this time. Your cooperating
teacher may give you guidance on how your experience can be expanded beyond simple observations, if
he/she feels comfortable with your professionalism and skills.

3. Contact your Cooperating Teacher to introduce yourself. Since this is your first contact, ask the
teacher for the necessary information to access their virtual classroom, and when the live sessions occur
that they would prefer you to join. Share this “Field Observation Activities Packet”, with your cooperating
teacher as well as the last 3 pages which contain the “Cooperating Teacher Information”, the “Time
Log” and the “Field Observation Student Evaluation”. Let the teacher know that you will be taking
notes during the observation for your packet assignments, that you will be asking them to verify your
hours of attendance, and evaluate your participation once the total observation hours are complete.

4. When logging in with your cooperating teacher and their students during a virtual meeting, it is
recommended that you keep both your microphone and video camera OFF during the observation,
unless the cooperating teacher directs you to speak or be seen while observing. In that case, make sure
your home workspace is void of background distractions, or anything in view that may be considered
inappropriate for students to see. Your online attire should be the same as if you were visiting the school
in person. Employ the use of typical lighting and image framing to make the most of your broadcast. The
typical “Rule of Thirds” works well, whereby the camera height is adjusted so that your eyes are

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positioned in the top third of the window. Front lit subjects look better on screen than being backlit by a
window or artificial light.

THE FIELD OBSERVATION PACKET ASSIGNMENT DIRECTIONS

Read through all the assignments and take notes during your observation visits. You will gather
information on more than one assignment during an observation. Then, using your notes answer
the questions for each assignment.

• All assignments must be word processed. Your detailed responses to assignment

questions must demonstrate careful analysis of the questions and the observation
information.

• Questions and their responses must include thorough explanations and examples from
the classroom observation. All responses must be written as complete sentences.

• Include the question number, along with your response as a short essay response as in
this sample below:

Assignment #2 - Question 1: What is your first impression of the classroom

environment?

Response: “The classroom environment is friendly and welcoming to the students

and seems a fun place to learn. The classroom is decorated with the students’
work, interesting posters and the teacher shows respect to the students.”

When it is time to submit the Field Observation Packet for grading, these items must be
included:

• The cover page of the Field Observation Packet

• All observation assignments

• Time Log verifying hours spent within virtual meetings

• The Cooperating Teacher Evaluation

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 THE FIELD OBSERVATION ASSIGNMENTS
Cooperating Teacher assigned to CSN student

ASSIGNMENT #1

1. There is fencing or gates all around the property. There are many trees in the parking lot and
around the outside of the school. There is a big field with grass, a football field, and basketball
courts all next to each other. There is a gym separate from the main school building. There is
one main parking lot but there are other smaller parking lots around the school. There is a big
ram statue at the front of one of the entrances. At another entrance, there is a sign that says
“Rancho High School Home of the Rams” and includes a picture of a ram.

2. The halls are pretty large. There are many large windows that provide the main source of light.
The school is two stories and has green stairs in the middle of the building. The railings,
lockers, and floor are green. The walls are green, grey and tan. When you walk in through the
entrance with the ram statue, it is a wide space with green benches on the right side and the
doors to a gym on the left side. It also has lights going on both sides. The tile is green, gray
and tan. There are posters and flags hung throughout the school.

Culture of the School: Read, listen and/or observe to determine the climate, values, and atmosphere
within the school.

1:

My first impression of this school is that it is a welcoming environment. There are 3,278 students
enrolled at the moment. There is a 95% graduation rate. The overall proficiency rates are in the
bottom 50%. The student to teacher ratio is 24:1.

2: 51% of the students are male and 49% are female. Hispanics take up most of the student
population with 74%. Black and white students come second with 9%. Next is asian with 4% and
Hawaiian with 1%. The other 3% is other. 56% of students are eligible for free lunch.

3. The school's mission is to educate students to be good citizens who are prepared for college
and whatever is in their future. The mascot is a Ram.

4. This is a magnet school with programs for aviation and pre-medical. The magnet program has
the National Award of Merit. There are also many CTE classes such as automotive technology,
computer science, criminal justice, culinary arts, digital media arts and design, fashion design,
teaching and training, and theatre technology. A tradition that the school has is the “Bone
Game”. It is a football game against the school rival, Las Vegas High School. The winner gets
to keep the bone at their school for the rest of the year. There is an assembly and spirit week
for this event. Unfortunately, because of covid, there was not a bone game this year. They
have a chant that shows their school pride called the Ram Fight Song.

5. One interesting piece of information I found on the school website is that the principal grew up
just a few blocks away from the school. I also found out that the school’s JROTC program is
the oldest in the state. Something else I learned was that the magnet program was established
in 1997.

Culture of the Classroom: Each classroom has its own culture and way of life.

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 1. What are the teacher’s expectations for learning and success?

At the beginning of class students are expected to watch the 10 minute news provided to them
through a link and then return to class with their cameras on. Having the camera on allows for
more successful teaching because it feels more like a real life classroom. Watching the news
creates more students who are aware of the world and country. The teacher also expects
students to share any thoughts or ideas they may have. This allows for a more comfortable
class environment. Students are expected to keep at least a C or above so they will not have to
worry about whether or not they will get their credit for the class.

2. Evaluate the level of student participation in the class. Who participates? Who does not?

There is a variety of class participation. Everyday a new student will share their thoughts with
the class. It depends on what the student feels comfortable sharing with the class. There is
more participation when it comes to surveys or games during the class. Almost all students
participate in these. This is probably because they do not have to speak in front of others which
can make some students nervous.

3. Evaluate the interactions between teacher and students, rapport, cohesiveness, distribution of
power, teacher personality.

The interaction between the student and teacher is really positive. I can tell that the students
really respect her. She makes sure to check in on her students and asks if they are doing okay
or are stressed out by anything. The students either speak or type in the chat about how they
feel or if they have any confusion about anything. The teacher responds quickly and positively.
She is very encouraging and pushes her students to do better. She gives herself time to say
what she needs to say and gives her students a chance as well. Her personality is very bubbly
but also firm. Students are comfortable enough to talk about what they have issues with.

4. Observe student-to-student interactions, inside and outside of the class. Are they using any
chat features to communicate with each other?

Students interact with each other by typing in the chat feature or speaking to each other during
class discussions. If a student has a question and they type it in the chat, oftentimes another
student will answer them before the teacher gets to them.

ASSIGNMENT #2 (Classroom Observations)

1:

My first impression of the class is that it is a very warm and inviting environment. At first, when
students are joining, there is a screen that says “welcome”. Once it is time to start class, the
teacher greets the class with a huge smile, hello and waves. She tells her students that she is
excited to see them and is so happy that they showed up. The students already know what to do
and use the link to watch the news. Once that is done, she informs students of anything they
need to know or reminds them of any upcoming assignments due. Next, she goes on to teach by
explaining and showing the class diagrams or written out instructions. It was very well organized.

2: Most of the students were Hispanic. The classes were mostly half and half when it came to
gender. There was one student that used ASL.

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 3: The rules are not posted anywhere for everyone to view but there is a course expectation
form that students had to sign at the beginning of the school year.

4: The teacher does enforce her expectations. Rewards for compliance are mostly compliments
and praises. If students are non-compliant, she gives book work instead of activities that are
more enjoyable.

5: In total, Ms. Mellino teaches 6 classes. The classes are split into two days so each day she
takes turns teaching 3 classes. Each period lasts one hour. The first class starts at 8 am. There
is five minutes classes. From 10:25 to 11:25 the teacher gets a break and lunch. After that she
has two more periods which ends at 2 pm.

6: I do see evidence of the school's mission statement in this virtual environment. Students are
becoming aware of the world by watching the news making them better citizens. They are also
getting prepared for their future by speaking up in class and sharing their own knowledge. They
are becoming better prepared for college because they are learning skills like communication.

ASSIGNMENT #3

1: The teacher uses google meets and it is used efficiently. The teacher joins the meeting on two
devices in case she needs to use her screen to show something the students are still able to see
her on the other screen. Time is used efficiently. She uses the first ten minutes for news which
the students are used to. They take notes on it for an assignment later on in the week. After this
she breaks up her class time into explaining new material, instructions, and then student work
time. She sometimes adds time to review by using a feature in google meets that allows for short
quizzes.

2: In my opinion, I think that the virtual arrangement was great. I would not improve anything.
Time was used wisely and the features in the meets were used to keep students interested.

ASSIGNMENT #4 (Instruction)

1: Instruction is given to the class a whole but if the student needs to talk to the teacher
separately there is an option for a meeting during class while everyone is doing their work. It is
called a breakout room.

2: Ms. Mellino’s teaching style was a mix of everything. She made sure to be the authority and
her students respected her but was also very encouraging and helpful. She used different
techniques in teaching and used technology wisely.

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 3: The teacher makes sure to incorporate all learning styles in her teaching. For visual learners,
she presents pictures or diagrams. She also shows them examples of what to do. For auditory
learner, she reads the instructions and discusses the subject they are learning about. For
kinesthetic learners, she provides projects that are hands on and can do from home.

4: The students do seem engaged in the lessons. I can tell because they type in the chat or ask
questions. They are not afraid to share any thoughts they have about the assignments or the
way the class is being taught.

5: There are a couple students that I see that get distracted by their phones. I understand that
being in front of a computer for hours can get boring and it is easy to get distracted. That is one
reason for students who do not participate. Something else that holds students back is shyness.
They may not know their classmates and it is harder to get to know them because it is all online.
They do not have as much one on one time with their classmates in order to get to know them. If
they do not know the class they are less comfortable with talking in front of them.

6: The teacher handles absences by marking it in the attendance. If a student is constantly

missing class the counselors get in contact with the student. When a student misses class she
explains what they missed on and gives them the missing assignments.

7: The teacher transitions by telling the students beforehand that they are almost done with the
subject and gives an overview of the next subject. She does the same with assignments. The
transitions are effective because it lets students know ahead of time and they will know what to
expect.

8: The teacher uses phrases like “do we understand?” when it seems like students are not
participating as much. This gives students a signal that they should ask questions or participate
more. She also uses hand gestures to show that she is excited and keeps the students excited
as well. I think they are effective in getting everyone’s attention.

9: The teacher did not deal with any behavior issues. All students were respectful to her and
other classmates. If behavior issues were to occur she would talk to them separately and find out
why they are acting this way.

10: A procedure that helps instructional time is asking students how they feel about their
assignments. Students can respond with any questions or concerns they may have so that they
will not have any trouble doing what they need to get done.

ASSIGNMENT #5 (Observing a student):

1: I chose to observe this student because they were enthusiastic about what the class was
talking about and continued to volunteer to share her thoughts.

2: The student talked about research she did on her own time and shared her opinions with the
class. She also gave extra facts to continue onto what the teacher was saying.

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 3. The lesson was about elections. The class was able to have a discussion about the election
and give any input they may have. The student was very excited to talk about how the
elections work in this country. The other students praised her for doing her own research and
giving extra facts.

4. The teacher let the student say what she needed to say and then thanked her for sharing with
the class. She respected what the student had to say and the students then respected the
teacher and what she would say.

5. I discovered that this student learns visually by reading a lot and being shown examples or
diagrams. They get involved in class when they like the topic. If they feel comfortable talking
about it they share what they know with the class. Her educational needs include being given
her time to participate in class and visual learning.

ASSIGNMENT #6 (Cooperating Teacher Interview

1: The primary reason she became a teacher was because she liked it. She originally had gone
to school to become a lawyer but one day when she had to explain something to her whole
class, it was like a light shined in her that she was missing. She found that she really enjoyed
teaching people and making a difference. She decided to change her major to teaching after
that.

2: The main challenge of being a teacher is trying to help

all students. Students are very diverse and learn in all
different ways so trying to please everyone can be difficult.

3: The best part of being a teacher is the great feeling of

helping others and making a difference. Seeing students
grow and become better as time goes by is very
rewarding. To know that you are part of something greater
than yourself is amazing.

4: She teaches seniors so she allows them to sit wherever they want because they are mature
enough to do so. On the first day they choose their seat and then keep it for the rest of the year
unless they have a problem and need to change it.

5: She allows students to select their own members of their flexible groups.

6: She does not interact with parents much because students are close to or are adults. Most
interactions with parents happen when the parent contacts them first. The main reason for
contact includes questions regarding grades.

7: When school was in person, she graded all students daily as she walked around the class and
saw what students were working on. Once things were turned in there was little to grade
because she had already seen most of what they had done. She usually has a total of 200
students. Virtually it is hard to tell how much grading she does because she grades and multi-
tasks as she goes.

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 8: When she first became a teacher, it took up to many hours a day trying to prepare lessons.
Now that she has more experience it takes an hour per day to come up with a lesson plan.

9: To maximize instructional time she plans out all the things that need to happen during class
time. Including things like time to get materials and cleaning up into the schedule will make it
easier to plan out the rest of the time and get the most out of it.

10: Positive reinforcements include praising students and telling them that they are doing a great
job. They also get the chance to get their project hung up on the wall of the classroom if they do
a great job. It encourages them and gets them excited to do their best on it. It also makes them
feel good about themselves. If a student is having behavioral issues then the teacher talks to
them privately but if it gets out of hand then the dean is called.

11: Specialist teachers are involved in instructional time when there is a student who needs
extra assistance. They help the student while not singling them out. They come into class and
assist if they need to.

12: When she first became a teacher she was evaluated many times throughout the year. After
about two years, she is evaluated once or twice a year. They use Nevada state teaching
standards to grade her performance.

13: If the evaluation is not favorable, she may get fired.

14: She was most surprised about how much she was going to love her students. It is very
rewarding, and she is so proud of how her students grow into better people.

15: She strives to make her lesson plans interesting. She puts herself in her student’s shoes. If
she finds it boring, she will not assign it. She includes assignments that will include all the
learning styles. She uses the standards that the state gives her.

16: N/A

17. She accommodates by studying the IEP of the student. After she knows more about the
student, she accommodates things to meet their needs. She tries to make sure that the student
does not feel singled out. She also uses the help of specialist teachers.

ASSIGNMENT #7 (Summary)

I observed that every class is different. Different students choose to interact every class and each day I
learn more about them. I also learned that to be a teacher you have to think quickly and be prepared for
many problems. For example, teachers had to think quickly and accommodate an online learning
environment. The teacher did a great job of making students feel welcomed and comfortable through the
screen. She was very excited to see her students every single day at the beginning of class and made
sure to remind them that she was there for them if they had any issues. I realized that no matter what I
may be going through in my own life I have to be as positive to my students so that they can feel
welcomed and safe. I also realized that if you are not overly authoritarian with your students, they will
respect you more. You have to keep a balance. This observation has helped me understand the teaching

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profession better by giving me a behind the scenes look. Being a student is completely different from
being the teacher. As a student it is easy to miss all the little things that teachers do that make an impact.
There are many things that teachers must take into account like learning styles, time management,
parents, and standards. It is not an easy job for sure. I learned that in the beginning it is going to be very
challenging. I understand that there are both pros and cons to this career, but I am ready for the
challenge. This observation relates to the text because it gives a visual representation of how the class
works. The text explains how time is managed and the observation gives examples of how to do so. Most
of what the text talked about was shown in the classroom. The thing that interested me the most was the
way that teacher incorporated the different learning styles. She gave student projects that were hands on
and allowed flexibility. When she wanted students to define things, she urged them to define in their own
words so that it will be easier to remember. She also had them draw pictures to go with the definition. I
will remember to put myself in my student’s shoes. If I will not enjoy doing what I assign, then it is likely
that neither will the students. I need to understand them and see things from their point of view. If I
understand my students, class will move along more smoothly and with less behavioral issues. I will also
include positive reinforcement in my classroom. Even though saying a good job to a student does not
seem like such a big deal, it makes them smile and makes them feel special. Teaching is not about the
teacher it is about the students so I will focus on their wellbeing instead of what I like.
______________________________________________________________________

COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS -

VIRTUAL

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our
education majors are required to complete 10 field observation hours in: EDU 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 virtual classroom. If at all possible, please utilize the student to
assist you in supervised classroom instructional activities if you deem them ready.

We are hopeful that the information we have enclosed with this letter, which has been approved
by the Nevada College Consortium, will help you with a clear sense of how this field experience
works.

When the student has completed his/her required 10 observation hours, please complete and
sign the “FIELD OBSERVATION TIME LOG” and “FIELD OBSERVATION STUDENT
EVALUATION” (along with the student). Then, return these two pages to the student who will
submit them to his/her professor.

For your convenience, the student has provided you with CSN contact information below.
Please contact the CSN instructor if there are any questions or concerns.

Also, before a final grade for EDU 202 can be assigned, the CSN professor MUST receive your
official email verification that the student successfully completed the 10 hour observation.

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Please also “cc” the student on this email. The student WILL NOT receive a final grade in the
course until the email is received from you.

CSN Course # & name: EDU 202 Introduction to Secondary Education

CSN Professor: Connie Christensen

CSN Professor’s phone: 702-651-4803 (Please leave a message)

CSN Professor’s email: connie.christensen@csn.edu

Student’s full name: Ariana Luna Erives

Student’s email: 5006779227@student.csn.edu

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

TIME LOG - CSN Field Observations - VIRTUAL MEETINGS

CSN Student: >>> Ariana Luna Erives

CSN Instructor: >>> Connie Christensen

CCSD School Assigned: >>> Rancho High School

CCSD Cooperating Teacher: >>> Paula Mellino

CCSD Grade/Department: >>> CCSD

School Principal: >>> Ms.Delgado

CCSD School Phone >>> (702)799-7000

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 DATE START TIME END TIME HOURS

10/06/20 9:05 10:05 1

10/07/20 9:05 10:05 1

10/13/20 11:55 12:55 1

10/14/20 11:55 12:55 1

10/20/20 11:55 12:55 1

10/21/20 11:55 12:55 1

10/27/20 11:55 12:55 1

10/04/20 11:55 12:55 1

10/10/20 11:55 12:55 1

10/11/20 11:55 12:55 10

TOTAL HOURS:

Cooperating Teacher Signature: Paula V. Mellino Date: 11/13/2020

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD

teacher

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

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

(4)=exemplary (3)=consistent level (2)=not consistent (1)=lacking

4 Professional appearance, adherence to CCSD dress code

4 Reliability, punctuality

4 Communicates effectively with teachers and staff

4 Demonstrates manners, graciousness

4 Reflects upon observations using critical thinking

4 Demonstrates enthusiasm and curiosity toward the profession

4 Models respectful behavior with students

4 Uses appropriate language

4 Exhibits pre-service educator success indicators

Comments:
It was a pleasure to have Ariana in class. She was the consummate professional at all times. She asked
many questions and was involved in classroom discussions involving voting and the election. If this class
is any indication she will be a great addition to the teaching profession.

Cooperating Teacher’s Signature: Paula V. Mellino Date:11/13/2020

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