CSN Education Department - Field

Observation Activities Packet

Greetings Future Educator,

  One of the most

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: >>> Evelyn Rodriguez

CSN Course: >>> EDU 201-1003

Professor: >>> Susan Bridges

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

CCSD School: >>> Legacy Traditional School -Cadence Campus

Cooperating Teacher: >>> Megan Smith

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. >>> The classroom is very warm and inviting mostly
because there is a lot of informational boards throughout the classroom. All the classroom’s assignments
were neatly organized for the week.

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. >>> There are 32 students in
the class. 18 girls and 14 boys. 3 ELL students, 1 gifted student, 5 IEP students, 3 “504” students, and 1
wheelchair student.

Observation 3: What are the posted class rules in the room? (exactly as written) >>> The classroom only had a
posted rule: “Be respectful and keep your hands to yourself”.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>>Yes, she did. The teacher was always in control of the classroom’s
behavior.

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<<<

PROJECTOR
BOOKS
HELF

TEACHER
DESK

STUDENTS
CUBBIES

ENTRANCE

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>> Even
though the classroom is well laid, I think is too crowded. There’s not enough space for students to move
freely.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> There should be less students in that room or find a bigger classroom for that many students.

ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record your
observations when presented with the questions below:

Instruction Question 1: What is the posted daily schedule for different subjects or periods? >>> There was not
a posted daily schedule inside the classroom. All the activities were assigned by the teacher.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>> Instructions
are done as a whole group. Then, each student has to work independently to complete the assignment(s).

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>> During my
observation time the students were doing state testing. The students were focusing on a different subject
each day of the week. The teacher would help them out if they had any questions.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> The teacher would used a lot of visual aids, and hands on activities.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>>The students are actively engaged in the lesson. The teacher walks around the room to check
the students’ work.

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.  >>> Class decoration plays an
important role to make each student welcome. All students are treated with respect.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>> The teacher makes sure
all the lessons are on track. Timers are set for some of the lessons.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>> The teacher uses a little tablet with reminders for the day.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>> The teacher uses the phrase: “Catch your bubble”,
and the student would pretend to put a bubble in his/her mouth to keep quiet.

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 teacher has to deal with special behavior kids.
She would follow the school’s steps of discipline to deal with students. During my time in the classroom,
she always kept control of the group.

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. >>> None.

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Instruction Question 12: What philosophical teaching orientation(s) best describes this teacher? Give
examples.>>> Growth Mindset Oriented- reinforces positive behavior. She uses 7 steps of discipline
geared towards promoting positive self-awareness.

Instruction Question 13: Outline the lesson plan for a teaching lesson you observed.  What preparations in
advance were need for teaching the lesson? >>>
 Make copies before class starts
 Take attendance
 Distribute lesson’s copies
 Explain lesson
 Hands on activities
 Q&A
 Assign homework.

Instruction Question 14: Describe both teacher and student uses of technology in the classroom. >>> Teacher
uses laptop and projector to teach the lessons. Students have weekly computer class. Technology is
limited as school is back to basics 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. >>> The school is well fenced around the building. The fence
is high enough to ensure no one would try to break in or out. There is an open green area well
taken care of. The parking lot is big enough to accommodate anyone. Signs and symbols are
clearly visible.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>> Students need to be checked in before entering the school.
Anyone coming in late has to go thru the front office to avoid absence for the day. The halls and
walls are in ok condition (wear and tear visible). Well lit school inside and outside. The school has
a welcoming feeling.

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. >>> To provide motivated students with
the opportunity to achieve academic excellence in an accelerated, back-to-basics, safe learning
environment taught by caring, knowledgeable and highly effective educators in cooperation with
supportive, involved parents.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>> Visitors are not allowed inside the classrooms. They have to check in,
show an ID, and they have to be authorized by the school to interact with their children. Students
respect the teachers and vice versa.

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 3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block
scheduling, periods) Does the school use inclusion, or a pull-out program for special education students?
>>>The school doesn’t use block scheduling. Each teacher has their own schedule for the day.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>> Majority of the students’ interaction
happens during recess. Students are kept with their respective grade to avoid conflicts with older
students.

5. Examine school traditions, achievements and awards; community recognition or community partners;
extracurricular activities/clubs and athletics. Look for and document sources of community pride and
sense of identity through ceremonies, assemblies, trophies, and artifacts. >>> The school offers
recognition awards such as: A/B Honor Roll, Principal’s Pride, and Character Award.

6. Compare and contrast the current school environment and culture with schools in the historical
past. >>>I can say that nothing much hasn’t changed. The schools seems to follow basic teaching.
I would add that technology has made it easier for students to have access to a lot of information.

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. >>> The teacher cares a lot for her students. She is always helping them out so they
could be successful in the class.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>> The level of student
participation was moderate. Special needs students are accommodated outside the classroom to
avoid stressing.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>> The teacher enforces respect and fairness in the
classroom. The teaching staff make sure students feel comfortable with everyone.

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 love children and wanted to
impact their learning. It was my passion after working in daycare.

Interview Question 2: What are the main challenges you face as a teacher? >>> The lack of parents’
involvement in the students’ schoolwork.

Interview Question 3: What is the best part of being a teacher? >>> It is rewarding watching something click
for the students when they understand a concept that they have been struggling with.

Interview Question 4: How do you determine where students sit in class? >>> Students are sit based on their
personal needs.

Interview Question 5: How do you determine the members of any flexible groups? >>> Based on biweekly
progress monitoring.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> They take
weekly readings, phonograms, spelling, and math.

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Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> Weekly
grades updates, progress reports, report cards.

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 see parents during the flag ceremony before class starts, or appointments
after school.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>> Daily homework and 1
Weekly test.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>> It takes me 2 to 3
hours to prepare for the week.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> Teach
the lesson as one big group.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>> Stickers are big for the students. They get
excited when they get one. I tend to have a close relation with my students, so they could feel
comfortable telling me what is bothering them.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>> A
specialist teacher is often placed one on one with a student.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> Twice at year. Also have rating scales and points based on
our performance.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>> I am subject to
dismissal.

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? >>> The school has an instructional
coach. Reading and Math interventionist. We have bimonthly professional developments. Teaching
conferences.

Interview Question 17: What surprised you most about teaching as a profession? >>> The behaviors of the
students. Every student is different.

Interview Question 18: What collaboration and planning do you do with your grade-level team or subject-
department? >>> We have weekly collaborative team meetings.

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.

>>> Austin was the kid I observed. Austin is a 3 rd grade student with behavioral issues. The students have
to take different tests the whole week (state mandated). This test are important for the school’s
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performance. Teachers help a lot during the week. Austin was given a one-on-one staff member to help
him stay calm and focused in his tests. To be honest, Austin behaved like a “normal” kid during my
observation. One on one is really helpful for special needs students.

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

>>> Even though I work around special needs students, I really enjoyed this Field Observation activity.
During my observation I was treated as a student rather than a staff member, and I was able to see all my
surroundings with a different approach. Special Ed teachers play an important role in the students’
education. I wish schools were able to hire more special needs staff members because they are short
staff. I learned a lot, and I am more confident in my decision of becoming a teacher.

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 29

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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 201-1003

CSN Professor: >>> Susan Bridges

CSN Professor’s phone: >>>

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

Student’s name: >>> Evelyn Rodriguez

Student’s email: >>> 5008523073@student.csn.edu or e1rodriguez1@yahoo.com

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

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