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: >>> Sean Atkins

CSN Course: >>> EDU 202

Professor: Connie Christensen

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

CCSD School: >>> Kenny Guin Middle School

Cooperating Teacher: >>> Sergio Sida

Save this completed packet for this class, and your Education Capstone Course, (EDU 220/299). Your CSN
instructor will let you know their required format for submitting the observation assignments within this packet.

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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
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

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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
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.

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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.

Completing the Field Observation Packet Assignments:

1. Submit the title page of the packet and the assignments
2. Word process the assignments in the packet.
3. Remove the assignment descriptions at the top of each assignment, but leave the assignment name and
number.
4. Remove the questions, but keep the numbers. Begin the response with key words from the question.
● For example:
a. Question: What are your first impressions of the classroom environment?
b. Answer: “My first impressions of the class”
c. Question: Describe the physical environment of the classroom.
d. Answer: “The classroom’s physical environment ……”

● Write all answers in complete sentences. Include details, examples and explanations from the classroom.
Short responses are not adequate for this assignment.
● The Field Observation Packet is a required artifact for this course and an important addition to you
Education Portfolio. Your responses should demonstrate your knowledge, critical thinking, analysis and
synthesis skills.

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.
My first impression of the classroom environment was warm, inviting and very organized. The
classroom was also small, due to it being a specialized classroom for ELA. Upon entering the classroom
door, there was a round table to the front left, six student desks three in each row. In the front of the
classroom was a white board and a large smart board with the teacher’s desk in the left corner from the
white board, with two cabinets next to the teacher’s desk.

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 student make-up of the class included six boys and five girls. Ethnicity was five
African-American, six Latino children including a male student who was Autistic. The classroom also
included a Teacher’s Aide.

Observation 3: What are the posted class rules in the room? (exactly as written)
The classroom did not have class rules, although did have quotes from famous Philosophers. One
particular was a quote from Voltaire “I do not agree with what you have to say, but I’ll defend to the death
your right to say it”.
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 Another quote was from Rene Descartes “The reading of all good books is like
conversation with the finest men of the past centuries”.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance?
The teacher did reinforce positive behavior from the mentally challenged students but continued
class instructions. The student’s knew to raise their hand if wanting to answer questions or needed
assistance. The consequence for the students not following the classroom rules, they were redirected by
reminding them of the rules.

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

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently?
The space in the classroom is used efficiently for the students to receive instruction.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
Due to the size of the classroom and the number of students, I believe the room is physically
arranged proportionately.

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?
The classroom schedule is set up in blocks:
Block ½ 9:00-10:15am Learning Intention Planner
Block ¾ 10:18-11:33 CNN 10 News and Writing
Lunch 11:33-12:03
Block ⅚ 12:06-1:21pm Discussion
ADV (Advanced) 1:23-1:53pm Review Game
Block ⅞ 1:56-3:11 Main Lesson Practice Activity

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
The classroom instruction is completed in small group.

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Instruction Question 3: Outline the lesson plan/organization for a teaching lesson you observed. What
preparations in advance were needed to teach this lesson?
This particular day of observation was a review day for the students, due to test day approaching.
The teacher reviewed the information that was going to be on the test. The preparation that was needed
was to review the material that was taught up until now.

Instruction Question 4: How would you describe your cooperating teacher’s teaching style?
The teaching style is Essentialism, meaning the teacher explains the instructions of assignment to
the students. Students complete assignments while teachers assist with quotations from students.
Teacher reads the story to students.

Instruction Question 5: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples.
The teacher incorporates all three sensory modalities, meaning she uses the smart board for
vision, audio including the teacher verbally instructing as well as audio when the students are watching
the CNN news. The third sensory modality is the writing portion of the lesson.

Instruction Question 6: What philosophical teaching orientation(s) best describe this teacher? Give examples.
The Philosophical Teaching orientation this teacher utilized is Perennialism meaning rigorous
standards, students learn from Great Books focusing on enduring themes and questions.

Instruction Question 7: Explain the use of culturally relevant materials, teaching strategies, class décor, etc. to
meet the needs of today’s culturally diverse student population.
To meet the culturally diverse student population of the classroom, the teacher showed current
news stories (CNN), had visual posters of famous Philosophers and their famous quotes including other
literature writers.

Instruction Question 8: Do students seem engaged in the lesson(s) that are being presented? Please explain.
During the classroom instruction, the students were engaged. I did notice that the teacher did
continue to instruct to maintain attention from the students.

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

Due to the classroom schedule, the instructional time is managed efficiently. The teacher did stick
to the schedule and the students followed it as well.

Instruction Question 10: Describe how both teacher and students use technology in the classroom and with
assignments.
The teacher did utilize the smart board to instruct, as well as the students utilized their chrome
books to type their assignments.

Instruction Question 11: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient?
The teacher informed the students of the transition period after the bell was rung in the classroom
and throughout the school and the students were aware of where to transition in the next classroom.
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Instruction Question 12: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they?
One of the techniques that the teacher utilizes is the countdown system that the students respond
very well to.

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.
The teacher deals with the behavior of mentally challenged students, but creates positive
affirmations and continues instruction.

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.
During observation, I did not notice any hindering instructional time. The students understood the
routine that was in 75 minute blocks.

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 structured like every middle school in Las Vegas, it is built with the
classroom hallways in circles. The classroom doors from the outside of the building were open
while the students transitioned, so they entered the classroom from outside. The school does
have a few portable classrooms that the students need to go down a flight of stairs to gain access
to the area for the portables. The field is also attached to a community park, including a
community center.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security.
The school colors are blue and yellow, the school mascot is the Titans. The floors are
wood in the hallways and the classrooms have carpet. When entering the school, staff and
students enter the school in the morning through the cafeteria.

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 school mascot is the Titans, the school is a Magnet school. The mission statement is
“Kenny Guinn’s mission is to provide immersive learning opportunities in which students will
discover an individual path that moves them forward in a global community and continues to
cultivate a love of learning”.

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 2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school.
The interactions in the main office for staff and students is very warm and inviting. There
are students in the main office for when visitors are there, the students escort them to where they
need to go.

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 uses inclusions for special education students.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc.
In the morning, the students gather in the grass field outside of the cafeteria. During
school time, they gather in the cafeteria.

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.
In the school, near the gym there are shelves that house trophies for their basketball team.
The school ranks 46th in Nevada, the school is a Magnet School. They also have a Robotics
program.

6. Compare and contrast current school cultural environment with schools from the historical past.
The schedule is a modernized schedule for the 21st century, due to STEM (Science,
Technology, Engineering and Mathematics). Compared to the curriculum to the 1920s, which was
the beginning of the Industrial Age. Which education focused on Vocational Jobs.

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 teachers have high expectations for learning and success due to the Magnet program.

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 teacher encouraged and the level of participation was high with the majority of
classrooms, with the exceptions of several students who would not engage. Those students were
called upon by the teacher to be included in the classroom instruction.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements.
The interaction between teachers and students were standard to school policies.

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?
Dr. Sida was a Applied Behavior Analysis therapist in a behavioral school, he decided to become a
teacher. He mentioned that he wanted to change his career from working in a behavioral school.
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Interview Question 2: What are the main challenges you face as a teacher?
The main challenge that he faces as a teacher is the students' behaviors, getting the kids outside
self-interest.

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

The best part of being a teacher is seeing the result of progress in the students.

Interview Question 4: How do you determine where students sit in class?

The seating arrangement in class is contingent upon the students behavior and class size.

Interview Question 5: How do you determine the members of any flexible groups?
The members of any flexible groups are based upon high performing students with low
performing students. The high level students are able to help the low level students.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
The teacher mentioned regular classroom testing, weekly vocabulary testing which include 10
words a week, unit tests are completed every 2 weeks, as well as chapter tests.

Interview Question 7: What requirements are placed on you for reporting progress to parents?
The reporting of progress to parents are the progress reports that are taken home for the parents
to review.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have?
The interaction with students' parents determines the behavior, for example if a student has a
diagnosis of ADHD. If the student has an IEP, then they meet annually. Also, if the parents request for a
parent teacher conference.

Interview Question 9: How much grading do you complete on a daily/weekly basis?

The teacher mentioned that they complete grading approximately 2 hours a week.

Interview Question 10: How long does it take to prepare lessons for the day/week?
Dr. Sida prepares lesson plans weekly, at the end of the week the lesson plans are completed for
the following week.

Interview Question 11: What procedures or strategies do you use to maximize instructional time?
Dr. Sida preps for 1 hour before school and 1 hour after school.

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 program that Dr. Sida has had success with the PBIS (Positive
Behavior Intervention System) and the behavioral consequence system is RPC/Suspension.

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Interview Question 13: What collaboration and planning do you do with your grade-level team or
subject-department?
The collaboration and planning with the grade-level team is bi-weekly special education meeting,
team school meeting (Math, English and Science). For all grade-levels, Math and History.

Interview Question 14: How are specialist teachers involved in the instructional planning process?
The specialist teachers collaborate with each teacher and the Resource Math Teachers go to the
Math class.

Interview Question 15: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance?
Dr. Sida mentioned that teachers are observed three times a year. They are scored between a 1-4
rating, 4 being the highest.

Interview Question 16: What consequences are there if your evaluation is not favorable?
The consequence for the evaluation not being favorable is receiving extra observations
throughout the year, talking to the Principal and/or supervisor. The teacher may also be connected with a
mentor for additional help.

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?
The type of support that the teachers receive is District training, Autism training, Special
Education including a mentor. The parent communication throughout the school year.

Interview Question 18: What surprised you most about teaching as a profession?
Dr. Sida mentioned that he was surprised that some kids and parents don’t care about the
education.

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.

While observing a Science teacher, there was one student who was very engaged in the instruction about
rocks. There were 39 students in the class (18 boys and 21 girls). This one student continued to raise his
hand throughout the instruction, he was very excited about the lesson. While the student continued to be
very invested in the lesson, the teacher continued to redirect the other students to ask them to lower their
voices and to listen to instruction. While the teacher was giving instruction, the students were advised to
use their textbook to follow along. The teacher was also verbally giving the classroom rules throughout
the instructions.

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

The modern secondary education system is a combination of teacher, student, subjects and
environment intertwined to create a singlary culture. This culture is a reflection of the United States of
North America. How do teachers teach effectively ? How do students learn the best way ? How does
behavior affect the school environment ? How does the hidden curriculum become seen ? The U.S
constitution does not mention education as a Right and the The Supreme Court has left the school
system to each state to handle. Therefore , secondary education culture and how it is funded,
constructed, applied and implemented is determined by the population of citizens in each region and
state of the U.S.A. Teachers effectively teaching in the public and charter schools within the states they
live in are trained to teach what the state’s standards inform them to teach. Teachers will use what they
determined to be the best way to get a student to meet the standards. By assessing students on a regular
basis teachers and schools can learn how students progress within the curriculum and to meet state
standards. The increased inappropriate behavior of students is challenging for the school culture but with
examining and strengthening the idea of hidden curriculum, schools have learned to improve
inappropriate behavior. The structure of the classroom is a model that is over one hundred years old with
limited reconstruction to it because of the decentralized form of the U.S education system. Example , the
homeroom time period, bell rings, students going to another room for a time period and etc… until the
end of the day is the overall makeup of schools with the entire U.S. Another example would be the start
and end of the school year within months based on the farming system when most people lived outside of
the city. The idea of modernizing the school system year by changing the start and end date would be a
major change to the idea of school with the U.S.A. The increased use of Technology within classrooms is
drastically changing the landscape of classrooms with the ability to connect all of the world. Except for AI
that has hampered the natural development of learning and is related too much for academic
assignments Technology has assisted teachers with translating lesson plans to students in an effective
manner. In conclusion, secondary education is the middle point of students journey thru the academy
system, it's the foundational and lift point for students to continue to higher levels of education and
should be observatory, examine, evaluated and analyzed on a continues bases to see how we can
improve it so that every students that enters a school can progress their minds.

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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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 202 Introduction To Secondary Education

This class is where many of our students actually make the decision whether they will continue further study of
the profession. We appreciate you joining us in providing these students with a wonderful first experience in the
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 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: >>>

CSN Professor: Connie Christensen

CSN Professor’s phone: 702-651-4803

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

Student’s name: >>>

Student’s email: >>>

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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TIME LOG - CSN Field Observations

CSN Student: >>>

CSN Instructor: >>>

CCSD School Assigned: >>>

CCSD Cooperating Teacher: >>>

CCSD Grade/Department: >>>

CCSD School Principal: >>>

CCSD School Phone & Fax: (702) >>> (702) >>>

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

TOTAL HOURS:

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Cooperating Teacher Signature: _______________________________ Date: ___________________

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

Please complete the following evaluation using the Performance Indicator Scores below (with the student) once
the total observation hours are met. Your constructive comments are extremely valuable to the student. This
page should be returned to the student along with the Time Log. If you prefer, you can email the completed
documents to connie.christensen@csn.edu.

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

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

_____ Professional appearance, adherence to CCSD dress code

_____ Reliability, punctuality

_____ Communicates effectively with teachers and staff

_____ Demonstrates manners, graciousness

_____ Reflects upon observations using critical thinking

_____ Demonstrates enthusiasm and curiosity toward the profession

_____ Models respectful behavior with students

_____ Uses appropriate language

_____ Exhibits pre-service educator success indicators

Comments:
____________________________________________________________________________________________________
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____________________________________________________________________________________________________
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Cooperating Teacher’s Signature: __________________________________ Date:__________

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