CSN Education Department - Field

Observation Activities Packet

Greetings Future Educator,

  One of the most rewarding aspects of EDU 201, EDU 202, and EDU 203 is the opportunity you’ll have to
observe in a school classroom where
students are actively engaged in
learning. Each of these three CSN
courses 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: >>> Lauren Humphry

CSN Course: >>>EDU 201-1004

Professor: >>> Susan Bridges

Professor’s email: >>> Susan.Bridges@csn.edu

CCSD School: >>> William Wright Elementary School

Cooperating Teacher: >>> Jaqueline Vega

Save this completed packet for this class, and your Education Capstone Course, (EDU 299). Your CSN instructor
will let you know their required format for submitting the observation assignments within this packet.

BEFORE ARRIVING ON THE FIRST DAY...

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1. 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

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
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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)
“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.

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ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin your classroom
observations. Complete the questions below:

Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting, organized,
etc? Describe the physical environment in detail. >>>

When I first entered the classroom, I immediately noticed music playing softly in the background and that
the room was clean and organized, I also noticed that the children looked comfortable.

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. >>>

The class had more boys than girls, the group of children were diverse as far as race, as I observed the
classroom, I also took not of two children who left the class to go to the resource room and one child who
left to go to speech.

Observation 3: What are the posted class rules in the room? (exactly as written) >>>
Classroom Rules
1. Be kind and respectful to everyone
2. Listen and follow directions
3. Raise your hand
4. Work as a team
5. Do your Best!

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>>
Mrs. Vega did a great job at enforcing the class rules, most of the time the children were extremely well
behaved and did an excellent job at staying on task. She used a point system to reward positive behavior,
these points were rewarded to entire tables instead of individuals which held the children accountable.

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

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>>
I found the space was used very well, throughout the day there was a lot of movement, at times kids
would be asked to sit in the center of the room on the floor for instruction and there were times they
would take “brain breaks” where they would get to dance and move around. The way the room was set
allowed for kids to move safely and it was arranged so there could stations for various learning activities.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>>
The only recommendation I would add to the room would be a rug in the center for classroom instruction
that took place there as well as some comfortable seating in the library/ reading corner.

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? >>>
On Mondays the class begins their day with the school daily morning news show and the pledge of
allegiance. Mrs. Vega then discusses gives the class a quick reminder of things they need to know about.
Immediately after the class does 10 minutes of free writing in their journals. When her timer goes off, they
begin to work on their informative papers they are writing. After writing is social studies followed by a
“brain break” and then they move on to taking out their reading work books and completing assignments
as a group from there. If there is enough time after Mrs. Vega will read aloud to the class from the book
Charlotte’s Web. The children then line of for lunch and make their way quietly to the lunchroom. I
personally only really observed mornings, so based on observation this was the breakdown of their
morning I can give.
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Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
One of my favorite parts of observing Mrs., Vegas class was seeing the variety of ways she instructed.
She would let the kids work mostly as a large group (the entire class participating) or in small groups.
Kids were allowed to do work quietly and on their own as well throughout the day.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>
Mrs. Vega uses a Hybrid approach but leans more towards a student led approach, she has a structure to
the day and the class stays on task but when she sees that additional time or resources could help give a
better understanding of she is quick to adapt and change course.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>
I believe Mrs. Vega is diligent in using all three learning styles, every lesson is explained out loud
including directions as well as instructions to tests and assignments. She also makes sure to use visual
resources such as the white board and videos. Kinesthetic learners also benefit from being able to move
freely around the classroom and a constant switch from desk to floor for different lessons, Mrs Vega also
allows “brain breaks” where the kids can dance and move before transitioning into a new lesson.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> The class as whole was constantly engaged, I loved seeing all the children participate and
work together as well as

Instruction Question 6: Explain the use of culturally relevant materials, teaching strategies, class décor,
etc.  that meet the needs of today’s culturally diverse student population.  >>>

Instruction Question 7: Is instructional time managed efficiently? Please explain >>> I feel Mrs. Vega has
impeccable classroom management. The kids listen well, and she is clear with her expectations and
instructions. She also uses tools such as timers that are projected on the whiteboard.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>> She allows the kids to use what she calls Brain Breaks
periodically, this is where kids can dance and move after a period of long instruction.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>>Mrs. Vega is quick to get the classes attention when
she sees they are getting off track. The attention getting command that she utilizes is “ Class Class” and
the class will immediately reply in unison “yes yes”

Instruction Question 10: What specific behavior issues does the teacher have to deal with? How does the
teacher deal with these behavior issues? Be specific. >>> The most common behavior issues I witnessed was
off subject talking, when the class or individuals were having side conversations, she would address it
immediately and use her attention getting phrase.

Instruction Question 11: Are there any policies or procedures in place that help or hinder instructional time? If
so, explain them and how they help or hinder use of instructional time. >>> I did not witness anything in
particular that got in the way of instruction.

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Instruction Question 12: What philosophical teaching orientation(s) best describes this teacher? Give
examples.>>> I believe that Mrs. Vega’s philosophical teaching orientation is a progressive orientation.
She allows room for students to be creative and problem solve throughout instruction. It is evident that
she values student led learning.

Instruction Question 13: Outline the lesson plan for a teaching lesson you observed.  What preparations in
advance were need for teaching the lesson? >>>

Instruction Question 14: Describe both teacher and student uses of technology in the classroom. >>> Mrs.
Vega has a projector she uses to project her computer screen onto the white board. This allows her to
use many online resources when instructing. The kids also have assigned Chrome Books that they use
throughout the day, the uses range from educational games when they complete their work, educational
search engines for research as well as ways to facilitate tests.

ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and evaluate the culture of
the school where you are assigned to observe. Remember you are evaluating the school for its educational
culture, place of learning, sense of safety, invitation for learning, promotion of self-actualization, development of
values and socialization.

Physical Characteristics: Look at the physical areas of the school to determine atmosphere, comfort, and
feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking lot,
crosswalks, gates, signs and symbols. >>> The school is clean and maintained well, the landscaping
is always minimal but before and after school there is a strong presence of staff. The playgrounds
were clean and well maintained as well.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>> The inside of the school was surprisingly darker than I
anticipated. There are bulletin boards throughout the hallways showcasing student work as well
as extracurricular engagement. The school is divided into pods, Mrs. Vega was in what they called
the 60’s pod with the other second grade classrooms, the first grade and kindergarten classrooms
are nearby as well. The specials classrooms are all more centrally located.

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

1. Identify the school’s mission statement, motto, and mascot. >>> The mission statement is: “The
students, staff, and parents of William Wright Elementary School are dedicated to creating life-
long learners who excel academically and demonstrate positive character traits. By working
together, we will empower students to develop and use higher level thinking skills in order to
adapt and grow with a changing world.” The Motto is “Dream, Reach, Succeed” and the mascot is
a Wrangler.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>> The staff is extremely welcoming. I witnessed great interactions with the
office staff and parents as well as the students. All the staff at the school creates a safe and
engaging environment for all the students.

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?
>>> Because its an elementary school there are no periods or block scheduling, the school bell
rings at 8:55am and school ends at 3:11pm. I did see children both pulled out of class for
programs as well as a teacher joining the class in the practice of inclusion.

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 4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>>Everything I witnessed was for the most
part positive, on the playground the few times I did see a child behaving in an inappropriate way it
was immediately addressed by staff.

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. >>> I found William Wright
elementary school to be completely unique in their culture. One thing I found extremely
interesting was that every staff member, with the exception of the office staff is expected to be out
on the playground to greet children as they  are coming to school every morning, the PE teacher
has music playing as the children get ready to start their day, every Friday the school waits
outside before entering and sings their fight song, they also cheer for themselves and they chant
their motto, “Dream, reach, Succeed”. It is clear that they put mental health as a priority and want
children to know that they are seen and loves and have a safe secure place to express
themselves. Also, while I was at the school, there were multiple times that the dance team came
out and performed as well as the choir. They also have extracurricular activities, such as chess
club, soccer, dance team, and choir. I was most impressed with the woman who stood at the gate
welcoming the children name in the mornings, her name is Miss K.  She knows almost every child
by name and is the student wellness ambassador. She has her own room where children can go
when they need to speak with someone and then. She let me know that her classroom has a small
trampoline bean bag, chairs and snacks. I found that all the children adore her in the school is
extremely lucky to have her.

6. Compare and contrast the current school environment and culture with schools in the historical
past. >>> I am very impressed with the school and their culture and I love the extra steps that the
principal has taken to make each childs mental and emotional health a priority.

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. >>>Mrs. Vega visibly loves what she does and deeply cares about her students and
their success. She balances fun and learning well, she also provides a safe place for students to
be themselves and the children in her class adore her.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>> Most of the kids are
willing and excited to participate and when someone is visibly not participating, they are called
on.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>> There is a clear level of mutual respect between Mrs. Vega
and her students. Mrs. Vega has great classroom management skills and rarely is there a need for
reinforcements.

ASSIGNMENT 5 (Cooperating Teacher Interview): Complete the questions below by interviewing your
cooperating teacher during a convenient time. Include any school documents that your cooperating teacher will
allow you to photocopy for your packet.

Interview Question 1: What was the primary reason you became a teacher? >>>
“I became a teacher because when I was in 7th grade my English teacher approached me and suggested
that I apply for a college prep program at my local High School. I had honestly never thought about
college before then and when I asked her why she was suggesting it to me she replied that she believed
in me and knew I was going to do great things. I took her advice, and I was accepted into the program.
Her believing in me is what inspired me to want to be a teacher because I want to be the believer for my
students and to make a difference in their lives.”

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Interview Question 2: What are the main challenges you face as a teacher? >>>
“The main challenges I face as a teacher is juggling all the tasks that are assigned to teachers outside of
the classroom along with actually teaching the students. The grading, progress monitoring, meetings,
bulletin boards, etc. A lot is put on teacher’s plates, and you just have to figure out how to get it all done
in a timely manner while still having a personal life.”

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

“The best part about being a teacher is knowing that you have the potential to make a student smile,
learn, feel loved and safe because many students face challenges at home.”

Interview Question 4: How do you determine where students sit in class? >>>
“I allow students to choose where they want to sit so long as they can prove that they can handle where
they sit. I have them change seats monthly, so they have an opportunity to sit, socialize and work with
new friends.”

Interview Question 5: How do you determine the members of any flexible groups? >>>
“I look at their data and group them according to their needs, strengths, and areas they may need extra
support in.”

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>
“We use STAR, AIMS WEB, IREADY and MAP”.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>
“We use DOJO a computer app to communicate with parents and I use that to report progress on
assessments used regularly. We are also required to send progress reports to parents monthly for any
student receiving a D or F and we also hold parent teacher conferences.”

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 interact with parents daily in person after school and it is usually a wave. If I have to speak with them
about a concern or positive note, I also speak to them at that time. I do communicate with parents more in
depth on a daily basis on Class DOJO.”

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>
“I grade once a week on Friday’s. I input any formative/summative assignments we may have done for the
week. The one subject that is challenging when it comes to grading is Writing because it requires a lot
more detail.”

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>
“I’ve been teaching for 6 years, so preparing lessons for the day/week is pretty much in my head. At my
school site we are required to work as a team so when it comes to preparing lessons each team member
is assigned a subject and is in charge of inputting the lesson plans on curriculum engine for the entire
team. When I first started teaching preparing lessons took a while especially since I had to do lesson
plans for all subjects on my own, so I would look into a school that has grade levels work as a team.”

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>
“I use an online timer in my classroom, and I feel that this really helps me and the students with time
management. I look at how many minutes we are given for each subject and break it down to whole group
teaching, students working in groups together and then time for an exit ticket (quiz) to end the lesson.”

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Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>>
“The positive reinforcement programs I have had success with are table points, DOJO points, Aloha
dollars, and rewards (dollar items, food, etc) for students who show growth, or they were well behaved for
a sub. The most important thing I suggest with any age group when it comes to behavior is to really take
the time to get to know your students and have them get to know you the first two weeks of school. Plan
team building activities. No learning will be done in a classroom where the students don’t respect the
teacher and in order for that to happen the students must feel respected and cared about by the teacher.”

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
“I have personally never experienced any specialist involved in the instructional planning process”

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>>
“I am evaluated once a year based on cumulative observations done on me throughout the year with one
of them being a formal observation and another tool used is student growth looked at 3 times a year. As a
grade level we choose the standard and measuring tool used. Admin currently uses Evaluwise as a tool.”

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>
“I think every school site has different procedures, but I imagine if a teacher receives an evaluation not
favorable, they will receive extra support from a coach or coworker. I do know and have seen if a teacher
receives a 1 on an evaluation as their total score they are terminated.”

Interview Question 16: What types of support do you receive instructionally, financially, or professionally from
the school, parent organization or school district to enhance instruction? >>>
“Instructionally we have a reading/math strategist who assist with any support we may need. We have
PLC’s weekly and staff development days for instructional/professional support. To be honest teachers
are expected to decorate and make their room a fun/inviting learning environment. As far as supplies for
the classroom students are expected to bring them in and all other supplies are provided by the school,
but they are limited.”

Interview Question 17: What surprised you most about teaching as a profession? >>>
“There is never a dull moment, your day goes super-fast. It feels like there’s never enough time to get
everything done and the rewarding feeling knowing you’re making a difference.”

Interview Question 18: What collaboration and planning do you do with your grade-level team or subject-
department? >>>
“As a team we are required to meet once a week where we collaborate and plan on our own, we meet
twice a week for PLC where we collaborate, unwrap standards and discuss student data, retests etc. while
being monitored. We also have a group chat through texts where we converse almost every day except
on weekends. Be prepared to work with people and take in new ides/advice and give ideas/advice if you
want to have a rewarding experience.”

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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>>> I chose to observe a student named Wednesday, Wednesday seemed to be a little more distracted
during instruction time and I noticed throughout the morning that when given the opportunity to do group
activities she seemed more reserved. At one point I had even heard another girl say to her “Were being
nice to you today, why aren’t you sitting with us?”. That statement led me to the conclusion that she may
not have many friends in the classroom. While working on their informative papers I noticed that
Wednesday seemed to be a little further behind than the other kids, the assignment was to write an
informative paper about a President of the United States. Each kid was assigned a President and they
worked in stages to plan and research and build a complete paper. After the writing map was completed,
the kids were instructed to use a variety of internet sources to find details to add to their paper. During
this instruction kids could work and help each other or work quietly on their own, Mrs., Vega made herself
available to help all of the kids and I even was given the opportunity to help a bit myself. Mrs. Vegas at
one point saw that Wednesday was not fidgeting and off task and when she went to see the work, she had
completed she saw that not much had been completed. To help set Wednesday up for success Mrs. Vega
sat with Wednesday and worked with her one on one at the back table of the classroom, she also used
Wednesday’s writing map and details to help demonstrate to the class how to build their paper by using
these strategies. During this one-on-one time Wednesday was much more engaged and you could tell she
was proud to have her paper be the example. This also allowed Wednesday to get her work completed
and done well.

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

>>> I was very happy with the entirety of the field observation; I am lucky to have observed at such a
wonderful school and with such an amazing teacher. I believe I was able to maximize what I got from the
experience because Mrs. Vega has an extremely welcoming class, and I was made to feel as if I was part
of the class. I got to know the kids as well as the school. I am luck that Mrs. Vega was so transparent and
honest with the realities and struggles that come with teaching, and at the same time I got to observe her
passion and love for the profession and kids. The number one lesson I learned from this experience is
that a classroom is like a family, it can be messy and there can be harder days than others but at the end
of it all they all truly respect and care for one another. I loved that I was able to see a class that gave
young students the autonomy and structure to work in an inviting environment, every child knew what
was expected of them and what they needed to do. Mrs. Vega is truly inspirational.

Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit their
completed Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN instructor for
grading. The student must also provide the CCSD cooperating teacher with their CSN professor’s contact
information, so the cooperating teacher can send a quick email validation that the student completed their 10
hours before the final exam date.

The instructor’s email can be found on the first page of this packet, and on the next page.
Remember to save this completed packet in digital form, or as a hard copy for the
Education Department’s capstone course, (EDU 299)

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COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our education majors are
required to complete 10 field observation hours in these courses:

EDU 201 Introduction To Elementary Education

EDU 202 Introduction To Secondary Education
EDU 203 Introduction To Special Education

This class is where many of our students actually make the decision whether they will continue further study of the
profession. We appreciate you joining us in providing these students with a wonderful first experience in the
classroom. If at all possible, please utilize the student to assist you in supervised classroom instructional activities
if you deem them ready.

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

When the student has completed his/her required observation hours, please complete and sign the “FIELD
OBSERVATION TIME LOG” and “FIELD OBSERVATION STUDENT EVALUATION” (along with the student).
Then, return these two pages to the student who will submit them to his/her professor. For your convenience, the
student has provided you with CSN contact information below. Please contact the CSN instructor if there are any
questions or concerns.

Also, before a final grade for EDU 201, EDU 202, or EDU 203 courses can be assigned, the CSN professor
MUST receive your official email verification that the student successfully completed his/her 10 hours. Please
also “cc” the student on this email as soon as the student has completed the 10 contact hours. The student WILL
NOT receive a final grade in the course until the email is received from you.

CSN Course # & name: >>> EDU 201-1004

CSN Professor: >>> Susan Bridges

CSN Professor’s phone: >>> 248-240-0372

CSN Professor’s email: >>>Susan.Bridges@csn.edu

Student’s name: >>> Lauren Humphry

Student’s email: >>> 1008520967@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.

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FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

This is what Mrs. Vega sent me through my email:

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

Please complete the f ollowing evaluation using the Perf ormance Indicator Scores below (with the student)
once the total observation hours are met. Your constructive comments are extremely valuable to the
student. This page should be returned to the student along with their Time Log. If you pref er to f ax or
mail the completed documents, you may do so by sending it to the CSN Prof essor’s attention via Fax:
(702) 651-4908 or through regular US mail to:

CSN North Las Vegas Campus - Education Dept.

3200 E. Cheyenne Ave.
Las Vegas, NV 89030-4228
SORT CODE CYS-222

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

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

__ 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 having Lauren as a guest in our classroom. She came into our
class with a smile, positive attitude and willingness to learn, and step into the teacher role
without hesitation. The students embraced her as another teacher in the class and she stepped
into the role of supporting them when needed with confidence. I know she will be a valuable
asset to CCSD and to students when she completes her coursework.
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Cooperating Teacher’s Signature: Jacqueline C. Vega Date: 12/10/2022

Jacqueline Vega
2nd Grade Teacher
Wright Elementary School
8425 Bob Fisk Ave Las Vegas, NV 89178
(702) 799-5701
vegaj@nv.ccsd.net
"To teach is to touch a life forever"

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