1

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

>>> Intro to Elementary

CSN Professor:
Ms. Bridges
>>>

CSN Professor’s phone: 702-651-4400>>>

CSN Professor’s email: susan.bridges@csn.edu>>>

Student’s name: Katya Navarrete Ivett Mena >>>

 2

Student’s email: Katya.navarrete@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.

 3

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

Complete the questions below:

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

environment in detail.
>>>

The classroom is so welcoming, it feels so very cozy. It is a organized she has has all her books

in one side. Decorated with posters, very motivational quotes on the walls.

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 ethnicity is a good mix. You have your whites, blacks, very little hispanics. I do not see any Asians

in the classroom. A good fair amount of boys and girls I would say a good half n half.

Observation 3:
What are the posted class rules in the room? (exactly as written)
>>>

1.
Raise your hands

2.
Listen

3.
Walk-don’t run

4.
Be a friend

5.
Help clean up

Observation 4:
Does the teacher enforce these posted rules? Are rewards or consequences being used for compliance or noncompliance?

>>>

Yes she does. If you follow the rules you get reward with piece of candy as well if they class

does good all in one they then get a pizza party for their outstanding behavior.
 4

SSIGNMENT 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?
>>>

Yes the classroom space is used efficiently. The classroom is a pretty good size. All the desks are by

groups. Projector is the middle of a the classroom. Library is toward the back of the classroom.

Classroom Layout Question 2:

In your opinion, how can the physical arrangement of the room be improved?
>>>

I would prolly changed the layout of the desks, I would also put the teacher desk in a

different area of the room not the back. I would organized the posters and the decorating on

the walls.
 5

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?

>>>

They have reading in the morning, math is right after lunch , they have their specials at 10. Their

writing is after the reading.

Instruction Question 2:
 6

Is instruction done in small groups, centers, whole groups, individual?

>>>

It is done as a whole group, the teacher stands at the front of the classroom presenting the

classwork and demonstrating it while filling it out. Using the students help by asking questions.

Instruction Question 3:

How would you describe your cooperating teacher’s teaching style?

>>>

I like her teaching style, she is very hands-ons, helps you understand the topic

Instruction Question 4:
 7

Does the teacher incorporate the sensory modalities (learning styles)? If so, give examples.

>>>

Instruction Question 5:

Do the students seem engaged in the lesson(s) that are being presented? Please explain.

>>>

The students are definitely engaged in the lesson , they ask questions , they want to know more about

the topic.

Instruction Question 6:

Explain the use of culturally relevant materials, teaching strategies, class décor, etc. that meet the needs of today’s
 8

culturally diverse student population.

>>>

The class decor is so nice, it inspires you , she has poems that get you through the day. She also has a

poster that shows you how relax and breathe when you begin to be annoyed or fascinated. She has

posters that show equality.

Instruction Question 7:

Is instructional time managed efficiently? Please explain

>>>

Instruction Question 8:
 9

How does the cooperating teacher handle transitions from one subject or period to another, and are these

transitions efficient?

>>>

She has her schedule timed out for the day, she has it all written down on the white board so that the

students are also aware. She does really good time management.

Instruction Question 9:

List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown, Light flicker, Heads on

Desk) How effective are they?

>>>
 10

She does eyes up, heads down ,and hands up. This are very effective because really grabs their

attention.

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.

>>>

She deals a lot with a certain student never following directions, he does what he wants, very lazy, he

needs someone to hold his hand all of time. He is not very independent. She handles this by trying to
 11

help become more independent, talking to his parents, redirecting him.

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.

>>>

Instruction Question 12:

What philosophical teaching orientation(s) best describes this teacher? Give examples.

>>>

Instruction Question 13:

Outline the lesson plan for a teaching lesson you observed. What preparations in advance were need for teaching
 12

the lesson?

>>>

Instruction Question 14:

Describe both teacher and student uses of technology in the classroom.

>>>

They use chromebooks, they do not use it often, she uses paper for most of the classwork.
 13

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.

 14

1.

Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking lot,

crosswalks, gates, signs and symbols.

>>>

. The building definitely makes you feel comfortable and brings you a sense

of peace when you walk into the building. The school is orange , blue , and

gray.
 15

2.

Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and

decorations and entrance security.

>>>

The school is welcoming as soon as you walk through the doors. The

people at the front office are super nice. The building is not that big. They

have posters with quotes , lots of poems. To really motive the students.

Culture of the School:

 16

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 school's mission is for students to feel safe and protected when they

are in the building.

2.
 17

Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other

areas of the school.

>>>

The staff is so nice , very welcoming. They have manners and they say

good morning and goodbye. They make your experience very worth it.

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?
 18

>>>

They use both depending on where the student is mentally. If they need

extra help then the pull out if they mainly behave inclusion.

4.

Observe student-to-student interactions, inside and outside of the building. Observe where students

gather to socialize – lunchroom, halls, playground, etc.

>>>
 19

They gather to socialize in the halls. They use the bathroom pass just to

hangout but most of their time is at the playground.

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.

>>>

They have so many rewards at the lunchroom. This school definitely

 20

loves to recognition for their students. They have award ceremony

about 3 every semester. I don’t believe they have any athletics

programs.

6.

Compare and contrast the current school environment and culture with schools in the historical past.

>>>

Definitely more Morden , than the schools back in the days, they have
 21

a lot of more materials. More useful resources. Also the curriculum is

much more different. Also teachers are way different. I feel like

nowadays they care a lot about their students and their success.

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.
 22

>>>

The interaction with students is beautiful. You can see that they care about

their students. They validate their feelings, they hear them out. They make

them feel loved and appreciated. When a student is struggling to

understand the lesson they take their time reteaching it, helping them

understand.

2.
 23

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

modifications, accommodations, and/or inclusion techniques were observed?

>>>

Mostly all of the students participate, they are all interested in the lesson,

they love to ask questions. The ones who do participate are usually the bad

ones or also known as the class clowns.

3.

Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
 24

tone, frequency and reinforcements.

>>>

The tone of the teacher is much more like I’m the boss. There is

definitely respect between the students and the teachers. They never

disrespect them, they know there are boundaries between the too.
 25

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?

>>>
 26

She had mentioned she was around young kids since she started babysitting her neighbor’s kids when

she was 11 years old. When she got to college, she was sure she wanted to be a pediatric nurse, or a

children’s psychologist. She was smart in college, and did well in her nursing classes. However, at the

end of her sophomore year/summer, her dad got sick and she realized she hated the hospital setting. It

was so depressing! She panicked and quickly changed her major to elementary education and

psychology.

Interview Question 2:
 27

What are the main challenges you face as a teacher?

>>>

For her, she really enjoys most things about teaching. She would say the biggest challenges are

dealing with disruptive students, or ones that suck all the time away from others who actually need

help. Also, keeping a clean room and grading papers in a timely manner!

Interview Question 3:

What is the best part of being a teacher?

>>>
 28

The kids say the funniest things, and she loves seeing them being excited about learning. When kids

say things like, “Aww, it’s the weekend. I wish I could stay in school,” or “It’s already the end of the

day??” That makes her feel good that they are having a great day.

Interview Question 4:

How do you determine where students sit in class?

>>>

The beginning of the year, it’s just random. Once she gets to know the students, she likes sitting them

like this: high/medium high/medium or medium high/medium or medium/medium low/low. It doesn’t

 29

always work like that, but if a high student sits next to a low student, almost always, the high kid takes

the lead in group discussions, helps the low student too much (basically just copy). When they are

more academically aligned, they all need to think and show they have value to the group. Then, she

keeps track of which group they are sitting at, so she can switch groups about once per month. She

tries to rotate them through most students. Of course, some kids need to be moved throughout the

month.
 30

Interview Question 5:

How do you determine the members of any flexible groups?

>>>

As she teaches a lesson, she can tell who is not getting a concept. She usually calls out those students

to come sit with her for a little reteach lesson. The kids she calls change all the time. Then, she also

asked if anybody else would like to join us.

Interview Question 6:

Beyond standardized testing, what assessments do you use regularly?

>>>
 31

As a grade level, they have created tests and quizzes for pretty much every standard. They write small

writing pieces, but they have rubrics for the big genres of writing. Even checking notebooks and

listening to how students respond to questions in class are used for assessments. She feels like she is

constantly assessing.

Interview Question 7:

What requirements are placed on you for reporting progress to parents?

>>>

They send progress reports once per month.

 32

Interview Question 8:

How often do you interact with a student’s parents in person, and what type of

discussions do you typically have?

>>>

They are encouraged to send messages about classroom things weekly via Class Dojo. She tries to

communicate with them as much as she can-both positive and negative. She will send a quick

message about something funny a child says in class or something the child or something she is proud
 33

of, so that if she needs to ask for help with a behavior issue, they are more willing to help. She talks

with them whenever she sees them after school, etc.

Interview Question 9:

How much grading do you complete on a daily/weekly basis?

>>>

Too much!! She never seems to have time to do it at school, so it always gets done at home. If she

actually stayed on top of it, she would say at least an hour a day. Instead, she usually ends up grading

one set each night, and then 3 hours more or less on the weekend.
 34

Interview Question 10:

How long does it take to prepare lessons for the day/week?

>>>

She has been teaching third grade for 23 years. She uses some stuff from previous years, and she

kind of teams up with another teacher who has the same teaching style as her to cut down on prep.

She does math/science/homework/some writing. One of them does reading/language/most of writing.

She pulls things out as she knows they are going to need them. Formally sitting to write the plans, she
 35

did say an hour most weeks. That’s only because she has been thinking about and pulling out stuff in

class as she thinks of it, and she has a routine down.

Interview Question 11:

What procedures or strategies do you use to maximize instructional time?

>>>

think/pair share, brain breaks, pulling groups during independent work time, etc.

Interview Question 12:

What positive reinforcement programs have you had success with, and what
 36

behavioral consequences seem most effective with this age group?

>>>

She thinks the best strategy is to just make a connection with the students. If they know they care

about them, they are a lot more willing to do anything for you than when they don’t have a strong

relationship with you. She uses Class Dojo for points, but honestly, she thinks having clear

expectations, practicing expectations, being firm but loving, and using CHAMPS so students know what

is expected of them helps. Also, giving 5 positives for every 1 negative makes a huge impact for the
 37

better!

Interview Question 13:

How are specialist teachers involved in the instructional planning process?

>>>

If they tell them what we are working on, they are so good about helping, especially the librarian!

Interview Question 14:

How often are you evaluated, and what measurement tool is used by the

administration for determining your teaching performance?

>>>
 38

they use the NEPF, and we have one formal observation that goes through the pre conference,

observation, and post conference. She thinks they are supposed to have 3, but if they are highly

effective, they only need one. She is not sure. That’s what she had this year!

Interview Question 15:

What consequences are there if your evaluation is not favorable?

>>>

She is not sure

Interview Question 16:

 39

What types of support do you receive instructionally, financially, or professionally

from the school, parent organization or school district to enhance instruction?

>>>

PTA surprises them with small gifts and treats at holidays, ets. Their administration is great about

things like that. she has several parents that volunteer their time.

Interview Question 17:

What surprised you most about teaching as a profession?

>>
 40

All the grading! She thought she loved it! It’s such a nuisance, especially when she pretty much knows

how they are doing. She feels like if they do the work, she should check it!

Interview Question 18:

What collaboration and planning do you do with your grade-level team or

subject-department?

>>>

They have their PLC, professional learning community, every Tuesday to discuss planning,

assessments, next steps, etc.

 41

SSIGNMENT 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.
>>>

The lesson that is being presented is authors purpose, the student

I am observing is a little boy named Carson, his background

history is that he was homeschooled , for most of his life. This is

his first year at a public school, he is currently a mess. He gets

distracted so very fast. Him and another student do not get along

at all, they constantly argue. They are currently are suppose to be

working in groups , he is in a group but he is not doing any work.

He walking around , looking at other students, he walks to the

library a few times. Such a sweet child but he just needs more

help, he gets carried away so fast. The lesson was fairly easy all

of other students understand it fairly quickly they know exactly

what to do. I think he just likes to be goofy ball, he finds

everything funny. I can’t not put myself in his shoes, because he is

getting all the help he is just not using it to his advantage.

 42

SSIGNMENT 7 (Summary):
Thoroughly summarize and reflect upon your entire

10 hour Field Observation Placement.

>>>

It was a really good time. I really enjoyed it. It was a learning

experience to see from an outside point of view. The teacher I

was assigned to was super nice and she was very helpful

giving me so many tips and advice. The kids were super nice

and welcoming. I loved interacting with them. I was assigned

to a third grade class. That made me realize that those kids

are huge. They are super tall they made me feel so short. I

got to organized their library , filled papers in the cubs to take

home. I got to help out in the cafeteria. I got to eat in the

teachers break room, very nice if I do say so myself.

43