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: >>> SHUANG LIANG

CSN Course: >>> EDU 202 Introduction to Secondary Education

Professor: >>> Professor Robert L. Shkorupa

Professor’s email: >>> robert.shkorupa@csn.edu

CCSD School: >>> Spring Valley High School

Cooperating Teacher: >>> Mr. Harold Nichols

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...

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
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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

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
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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)
“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. >>>
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Single-seats make the classroom organized. The seats were not full, and the classroom seemed spacious
and not particularly crowded. Seats are not far apart to facilitate communication and discussion at
adjacent tables in class. Occasionally, tables are put together to facilitate student interaction. There are
posters on the wall with aspects related to the classroom atmosphere. so that students are engaged in
the history department in this positive atmosphere.

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. >>>
Maximum 30 students in one classroom.
Half male students and half female students.
Racial diversity.
One student with physical challenges.

Observation 3: What are the posted class rules in the room? (exactly as written) >>>
Class rules:
1. Always abide by school rules and expectation.
2. Setting foot inside the class = learning time, not free time.
3. Be seated before the bell rings with materials ready.
4. Raise hand and wait to be called upon before speaking.
5. Treat everyone in the class with respect and common courtesy.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>>
Class consequences:
1. Verbal warning.
2. Student / Teacher conference
3. Phone call to parent.
4. Referral to Dean’s Office.
No non-compliance with the rules during the observation period

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? >>>
Space is used efficiently,The walls are reasonably neatly plastered with a variety of posters and slogans,
making the blank spaces on the walls come alive.The teacher has arranged the classroom in an orderly
manner, and the study area and teacher's work area are clearly divided. Creating a comfortable learning
atmosphere as a whole.
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Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>>
The overall physical arrangement of the classroom is close to perfect, and I think it would be better to put
the bookcase into more use.

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? >>>
My cooperating teacher is a history teacher. AP history and DP History: From 7:00 AM - 8:20 AM, 8:30 AM
- 9:50 AM..
1 hrs 20 minutes each class

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
Instruction done in whole groups.

Instruction Question 3: Outline the lesson plan/organization for a teaching lesson you observed. What
preparations in advance were needed to teach this lesson?
 Before starting a new unit of content, teacher handed calender sheet and simply go over the
schedule.
 Overview the content
 Activities (discussion or work on assignments )

Instruction Question 4: How would you describe your cooperating teacher’s teaching style? >>>
I would like to describe my cooperating teacher’s teaching style as the directing teaching style. Mr.
Nichols distributed assigned relevant historical reading materials, used a combination of lectures, audio-
visuals, and presentations to clearly show students each step that would help them understand the
content, and incorporated modern technology and other ways to convey information to students. In this
approach to learning, students gain information by listening to the teacher's explanations, recording their
understanding of the material or content, and practicing what they are asked to do. The teacher seeks
feedback such as "Did you understand the instructions and content?" “any questions about”

Instruction Question 5: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>
Yes, the teacher incorporate the sensory modalities learning styles in his class.
The four core sensory modalities learning styles include visual, auditory, reading and writing, and
kinesthetic.
Visual: Visual strategies include teacher’s handouts, PowerPoint lecture or words files related to teaching
content. watching documentary films or instructional videos.
Auditory: Auditory Instruction include listening teacher’s presentation or lecture. Students are allowed to
express their opinions in the classroom, so students in the classroom have the opportunity to hear the
opinions of others.
Reading: Expand reading skills by reading the relevant paper materials distributed and the instructional
notes posted on canvas as well as the relevant content assigned in each lesson.
Writing: In the second half of each lesson the teacher assigns writing tasks that effectively cover the
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knowledge covered that day or earlier, and the students expand on the information conveyed in class and
their own unique insights through their writing.
Kinesthetic: N/A

Instruction Question 6: What philosophical teaching orientation(s) best describe this teacher? Give examples.
I would like to say essentialism can best describes Mr. Nicohls. He strives to teach students the
accumulated knowledge of our civilization in traditional academic disciplines. He aims to instill students
with the essentials of academic historical knowledge. His is the “leader of classroom” and “giver of
knowledge” .His class curriculum includes a common body of information that students in his class
should know. He makes sure his student have read and mastered certain materials and content.

Instruction Question 7: Explain the use of culturally relevant materials, teaching strategies, class décor, etc. to
mee the needs of today’s culturally diverse student population.
Class rules, world map, AVID’s mission is to close the achievement gap by preparing all students for
college readiness and success in global society, different universities and college flags, history calender,
on board: thinkers, caring, communicators, risk taker, principled, reflective, openmined, inquirers,
knowledge, balanced. Social comment (students and teacher can share their point of views on the white
board)

Instruction Question 8: Do students seem engaged in the lesson(s) that are being presented? Please explain.
Yes, everyone is listening teacher’s lecture, taking notes about lectures, having discussion with
classmates, completing part of assignments on class, taking exams while it needed.

Instruction Question 9: Is instructional time managed efficiently? Please explain >>>

Total time: 1 hr 20 mins
Instructional time managed efficiently.
Teacher’s teaching time is about 50 minutes (sometimes time for completing assignment or finishing
exam).
Students study time is about 30 minutes. (Completing assignments in class)

Instruction Question 10: Describe how both teacher and students use technology in the classroom and with
assignments.
Teacher: Involving electronic devices into teaching. (computer, display screen)
Paper material included, words file, canvas, PowerPoint (embed YouTube Videos related to academic
content and efficiently help students get better understandings of main points of some contexts ).
Students: Most of students use Chrome book in order to complete the assignments on Canvas.

Instruction Question 11: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>>
 Before starting a new unit of content, teacher handed calender sheet and simply go over the
schedule.
 Overview the content
 Activities (discussion or work on assignments )

Instruction Question 12: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? >>>
He would turn off all the lights in the classroom and only the electronic screen used for teaching would
be on, which I think is a way to attract attention.

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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. >>>
During my observation period, there were very few problems with student behavior. Once a student used
headphones in class, and the teacher found it and kindly reminded the student to take off the headphones
and listen carefully to the lecture.

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. >>>
The teacher leaves enough time in each class to discuss the day's learning and related assignments,
effectively reviewing and summarizing, and improving the efficiency of learning.

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. >>>

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>>

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. >>>
Mission statement: It is the mission of Spring Valley High school faculty and staff to prepare all
students for post - secondary education and life long learning experiences through a challenging,
interactive curriculum.
Motto: “ Success with honor and spirit” - Success, Vision, Honor, Spirit.
Mascot: Grizzlies. “ Home of the Grizzlies”

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>>
As a visitor, I experienced the warmth of the school staff, who kindly directed me to the
appropriate classroom, and I thought all the staff were professional.

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?
Spring Valley high school uses inclusion education for all students.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>>
Before the start of the first class every morning, I observed many students gathering outside the
building to communicate with each other, and during recess, students gathered less, and there
were few gatherings in the hallway, all going to their classrooms.

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. >>>

6. Compare and contrast current school cultural environment with school historically.

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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? >>>
I believe that all students are involved in the classroom because the learning in the classroom is
divided into teacher instruction, student discussion and independent learning. These three parts
of the class were very well coordinated between the teacher and the students, and they were fully
engaged in each part of the class
3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>>
The teacher is very professional and friendly, through his teaching I can feel his passion for
education, very proactive in helping students, but without losing his authority as a teacher, friendly and
authoritative, which is the standard of being a perfect teacher.

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? >>>
“My mother, migrated from Mexico to the United States, and she's the oldest of ten children. She always
wanted to be a teacher, but she never had the opportunity to go to school because of the fact that she had to
care for her younger siblings and work on the farm. So she instilled the value of education into me. I've
decided to pursue that career because I saw how passionate she was are regarding the value of education. I
saw how much work she put into working jobs just to make ends me as she came to this country. That's the
reason why I decided to get into education”

Interview Question 2: What are the main challenges you face as a teacher? >>>
“The challenges that I faces a teacher in the 21st century is having to adapt to the point where I can meet
the needs of the students year in and year out. Whereas before, there was more consistency with teaching
and our teaching practices from year to year. But as we progress, it's gotten to the point where we needed
to adapt and. That's the biggest Challenge is constantly changing adapting to state policies, district policies,
school policies, and meeting the needs of the students.”

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

“The best part of being a teacher is always being connected with younger generations and feeling that sense
of being forever young. But by teaching and interacting with younger generations, you learn to be
optimistic and hopeful for the future. it kinda helps change your view of the world.”

Interview Question 4: How do you determine where students sit in class? >>>
“So the seating arrangement will fluctuate and change. Typically, I have groups, seating arrangements.
When we're not doing major assessments, I do put them in rows for assessment purposes, only, and
sometimes I keep it. Uh the rows force a certain period of time for them to get adapted into the mindset of
tests. If we're in the process of taking a assumptive assessment, and then even in the process of doing retake
assessments, I keep the seating arrangement in rows for testing. But then once the testing is done, I
gravitate towards small group. So that way students can learn how to collaborate during activities among
each other. So they can all participate in the learning process. Collectively. now this goes for all grade
levels. So my sophomore same with my sophomore as well as seniors.”
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Interview Question 5: How do you determine the members of any flexible groups? >>>
“So what I do first, obviously, in the beginning of the school year to get to know the students, I just
randomly put them in mixed groups. And then I as I get to know the students and their capabilities and
their personalities, I then tend to fluctuate and make it. I adapt to their needs based of me understanding
among my students. But that takes a few weeks on the beginning of the year. Typically in the first in the
beginning of the year, it's make seating random seating chart and then I adapt. As I get to know, the
students better can II change, make those changes.”

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>
“Sometimes assessments will be traditional, multiple choice, questions or essays. But sometimes I mix it up
with projects. So the students have the opportunity demonstrate through learning in other ways and
means. So they can tap into the kind of like a creative outlet. I do teach AP world history, so we do teach
specifically to a test. I try to replicate that test as much as possible, but there's going to be windows of
opportunities for me to give students a chance to demonstrate their knowledge through other means, like
projects.”

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>
“Every two weeks, I typically send out sometimes communication through infinite campus, which is our
grade book. And on infinite campus, it allows us to communicate not just progress, but any assignments
that are missing, the students have. I can send those mass emails out. Typically, what I do is 2 weeks before
progress checks. That's when I send out that communication. Usually by the end of the quarter, I send out
that communication. If there's certain areas where I'm not really getting any direct contact with parents
through EMAIL, I see a need because they're missing a lot of school. What I'll do is contact the parents by
phone.”

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>>
“In person with teacher and parent interaction Is very few and far in between. It depends if they have a
parent teacher conference that we schedule. Most of the times it's done virtually. Sometimes we do have
open house. We do have programs that have showcases and parents interact. So whenever we host specific
school wide events is when we have the most interaction with parents. But if it's on an individual basis,
typically it's through a parent teacher conference. And that is, as of this year we've done remotely. So
through Google meets.”

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>
“Grading that I Complete on a weekly basis, it will fluctuate if there's a project. Obviously, the grading will
be done when the project is too in certain components. But I say class activities as formative assessments, as
long as it's being used to help teach the students to prepare them for their assumptive. That is graded. A
student fee feedback is provided to the student to approve upon the skill and content knowledge. I would
say typically formative assessments could range between 2 to 4 a week, then assumptive could be maybe
every other week, if not. 3 weeks”

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Interview Question 10: How long does it take to prepare lessons for the day/week? >>>
N/A Missed

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>
“Technically to start the class, Some type of a warm up that reviews previously covered instruction will
help students retain the Information, but they've covered previously, but also introducing to what we're
going to be doing next. And then typically, we try to diversify the instruction.That's our strategy. I think
basically it's a very common procedure that teachers use. It's like components of an effective lesson plan
that they know what they're doing and why they're doing it, essentially. And then the activity should
connect to that and all relate to each other. So the students know why they're learning, what they're
learning.”

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>>
“I'll answer the second question. First, in terms of behavioral consequences, it's more of trying to model
what good behavior is in a learning environment rather than fully strictly punishment. Typically, with
strict punishments, the students might not necessarily learn what the behavioral should be like. So it's more
of teaching students the proper way to behave in certain circumstances so that we students can regulate
and monitor their own behavior and to think twice before acting out in a way that would get them in
trouble. Moving away from punishments and more of understanding why things are considered
appropriate and why certain behaviors are considered inappropriate. In regards that first part of the
question, In terms of academia, I guess the call AP classroom to something that I use with the students that
can provide some success for students if they utilize it as a supplementary resource, that AP classroom in
the college border tried to connect students digitally with some additional resources rather than just going
through Google to try to find sources to learn. So if they utilize that appropriately, that will definitely
promote to more student success in AP class.”

Interview Question 13: What collaboration and planning do you do with your grade-level team or subject-
department?
“Every week we're required to have what are called professional learning communities. We call them PLC.
During our PLC happens on Mondays and Tuesdays we meet with our grade level. And our subject level
teachers so that we can kind of do unit planning, check on student data to look for tools to help establish
students success, establish assessment goals and learning goals for the units.”

Interview Question 14: How are specialist teachers involved in the instructional planning process? >>>
“We don't necessarily have a curriculum approach on campus, but we do have an IB coordinator. Th IB
coordinator helps IB teachers have time to collaborate and to score. IB assessments that students are
required to complete. Also, the IB coordinator puts together professional development opportunities for us
to have better understanding of the demands of IB and the expectations of IB so that we can continue to be
certified as an IB magnet world school. College board also has the same thing of professional development
opportunities. But as far as instructional coaches, we don't necessarily have something like that on campus,
but we do have opportunities for teachers to collaborate with other instructional resources and specialists
to help us better adapt to the needs of the students for AP and IB.”

Interview Question 15: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>>

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“ So we have the standards evaluate are engagement with the students, assessments and data with the
students, what we do within the classroom, what we do without the classroom. So what do we do to make
a presence on campus. Those standards are used by our administrator to evaluate our performance.
Typically, what we do, if you're a ten year teacher, you have three technically three observations in a year.
So you have your kind of like your first observation, second and third, the third and final one is where we
go over student learning goals, where we have some type of goal that we like to achieve with students
performance. As far as like new teachers, I think they're observed maybe 5 to 6 times in a year.”

Interview Question 16: What consequences are there if your evaluation is not favorable? >>>
“You have opportunities to invite the administration administrator to come by to observe again. They can
see your performance. So let's say, if there's a bad day or something just didn't go as planned, there's
opportunities to remedy that by inviting them to observe a different class on a different day. And so that
way, they can kind of give it more of a well rounded analysis and evaluation of your performance. So it's
not just one and done, we have multiple opportunities and administrators keep that in mind to that
sometimes these days do happen, but they look at it holistically and not just some one observation.”

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? >>>
“Schools have more autonomy over their school budgets. The SOT which is the strategic organization team,
they kind of decide what kind of resources schools can allocate money to. And teachers can request certain
funds and certain programs can request certain funds to be funded at the school level. Oftentimes that gets
approved and voted on by the SOT, SOT consists of parents and staff members. So it allows parents to
have a say and how the school is spending its money. Another thing is resources that the district uses is they
tap into something called donors choose. So the state has money set aside for teachers to request certain
materials. And donors could fund those resources and the teachers can get those resources. The last thing
with that is again, professional development opportunities. The school typically will pay for it, especially if
it's in state, because it's more affordable, especially if it's also within happening in the state or in the city of
Las Vegas. So that way, there's no cost additional cost for room and board. But prior to the pandemic and
IB we would have training throughout the country, whether it's Florida, whether it's in California and any
place we could go, they would pay for it.”

Interview Question 18: What surprised you most about teaching as a profession? >>>
“It's rewarding because you tap into a younger generation and it keeps me open minded, and it gives me a
sense of hope and optimism for the future. So that is the most rewarding aspect of of teaching. So that's
what keeps me going. It's challenging. I have to adapt, and I have to evolve as younger generations come
through my classroom, so I can make their needs and get them prepared to be active citizens in the 21st
century.”

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. 。

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1. Watching video related to presentation content: The butter side up and side down.
This student is taking notes might be used for her assignments during watching this video
2. Class discussion about video displayed in class.
This student is engaging in discussion and be active in discussion with another student who sit in front
of her.
3. When the teacher lectured and elaborated on the relevant content, the student took out the
chromebook to type, searched for some relevant pictures, opened the PowerPoint, and seemed ready to
make slides related to the presentation
4. From imperialism to decolonization research project.(contextualization,choose one of the following
countires on which to focus your project, focus on questions listed, requirement for slides presentation )
5. When the teacher gave enough time to complete the presentation task, the student quietly completed it
on a Chromebook, fully integrated into the learning task, and completed it carefully.

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

The field observation provided me with the opportunity to observe in advance the educational life of the
seniors in the education . By completing the detailed questions set out and interviewing my co-teacher, I
was able to experience different aspects that I should focus on as a future educator from different
perspectives, some of which I had not noticed before. There is no doubt that this experience has made
me more certain of the importance of the education and that I have to put in more effort to pursue my
dream.

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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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