Field Observation Destini Davenport - Edu 203

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 require
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: >>> Destini Davenport

CSN Course: >>> EDU 203: Introduction to Special Education

Professor: >>> Vicki Reiger

Professor’s email: >>> Vicki.rieger@csn.edu

CCSD School: >>> Bonner Elementary

Cooperating Teacher: >>> Denise Carson

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.

CSN Field Observation Packet © CSN Education Department 2017 Page 1

BEFORE ARRIVING ON THE FIRST DAY...

1. 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/

2. 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.

3. 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. Be patient while the information
you’ll need is located by the Office Manager. The request for placement came through Interact™ from our Field
Observation Coordinator, 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.

Attendance and Punctuality
Regular attendance and punctuality are mandatory. Once you plan a schedule with the
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You are expected to
sign in and out at the school (as required by the school office and/or program). In case of illness or emergency,
you must contact the assigned school and let them know you will not be in attendance on that day so they can
notify your cooperating teacher.

Relationships
You should exercise respectful discretion when voicing your personal views. It is important that your demeanor
and opinions remain confidential. Under no circumstances can information about any students be released to,
or discussed with, any unauthorized person. It is forbidden to have any contact with students outside of the
classroom you are assigned. This restriction also includes CSN students contacting CCSD students using any
electronic means or through the use of social media.


Dress Code
CSN Department of Education wants you to be a success. Therefore we have established a dress code for
students fulfilling their observation requirement in the assigned school district. Appearance creates credibility;
make a good first impression by dressing professionally.

Required Acceptable Attire:
Males:
• Shirts with collars
• Ties (optional) with button down shirts
• Khakis, trousers, slacks; belts if pants have loops, (no sagging, rips or tears)
• Simple jewelry
• Shoes and socks that cover the toes and heels

Females:
• Shirts or blouses that cover the shoulders & waist; no see-through or mesh
• Sweaters worn over shirt
• Pants, pantsuits, khakis, trousers, slacks (no sagging, rips or tears)
• Jumpers, dresses, skirts (in length from 2" above the knee to the ankle)
• Shoes and socks that cover the toes and heels
• Leggings worn under dresses/skirts/jumpers
• Simple jewelry or none
• Little (daytime) make-up

Not Acceptable Attire: jeans, shorts, tank tops, halter tops, muscle T-shirts, tight fitting clothing, warm-ups,
sandals, flip flops, stilettos; no cleavage showing, no sagging or frayed hems; no head covering except for
religious reasons, such as a yarmulke or turban-like. No nontraditional hair colors/styles. Undergarments and
tattoos should be covered. Remove facial jewelry. No perfume. *School principal/supervisor has the sole
discretion on questionable clothing or appearance that distracts from student learning.
Classroom Conduct:
At all times, the cooperating teacher maintains legal responsibility for pupils in his or her classroom. You should
never assume that responsibility and be left unsupervised with children. You should not discipline students. You
are an observer, who should take notes to discuss during your next education class meeting, or to record in your
Field Observation packet.

Professional Conduct:
Never speak to staff or students in an abusive manner.
Never touch or be alone with a student for any reason.
Never give a student food, drink, or other items without the teacher’s permission.
Never take photos/video of students or staff without written permission from the principal.
Never make or accept calls/text using any communication device.

REVIEW THE TERMS of the CCSD Waiver Forms you agreed to:
“Student Statement of Responsibility” (Exhibit B)
“Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to during the Field Observation registration process in order to
secure your placement. Completion of the Field Observation is a PASS/FAIL component of the course.

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

Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting, organized,
etc? Describe the physical environment in detail. >>> The classroom is cool, friendly, and well- organized. It
is very spacious and colorful. On the walls are all learning posters that the students can use for help with
assignments.

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 two
Soecial education students and there are several mixed ethnicities. There is a make up of 11 boys and 9
girls in the classroom.

Observation 3: What are the posted class rules in the room? (exactly as written) >>> The rules written in
classroom are no yelling, to be helpful, to be nice, to not be bossy, to always be on your best effort, to be
respectful, to not touch other students items that don’t belong to you, and to always be polite.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>> Yes the teacher enforces these rules and Yes, there are rewards. There
rewards are to clip their behaviors on a board by her desk and if you get clipped to outstanding and stay
there all day you will recieve free computer time to play any educational game.

ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an accurate overhead
view, labeled drawing, of your assigned classroom before answering the questions below

>>>INSERT YOUR DRAWING HERE<<<



Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>> Yes, the
classroom has pertly of doom it has two long desk ith chairs that fits all the students.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> I think the classroom is well suited for the number of students and the space occupies all the
learning instruments and tools.

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 daily
schedule is at 8:05 the students do writing, at 9:05 they switch to art, at 9:55 they work on mathematics,
at 11:50 they have recess/lunch, at 12:30 they do reading, and lastly, at 1:40 they do science.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>> The
instruction is mainly individual but, the teacher does do some instruction in whole groups.


Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>> The teachers
teaching style is very informative and hands on.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> In the Special Education classroom I was also, observing for the teacher used sensory
modalities which helped for a student who could not understand the concept of adding numbers
together.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> Yes, the students are engaged in the lessons. They are active listeners and are aware of the
teachers instructions.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
Yes, there are two students who are isolated because of learning behaviors.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>> Yes, time is managed
efficiently because each subject is broken up in time management.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>> She does one subject at a time is very hands on with each
subject. She walks around to make sure every student is on task and doesn’t need help. When they
switch to another assignment/ lesson the students get up walk clockwise around their desks to the turn
in bin and say, “Tik tok around the clock”. This allows them to get up and turn in their assignment and get
ready for another lesson.

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 teachers attention getters are
more vocal she uses warnings or moves student down in a 7 step process. Which is Outstanding, Good ,
Ready to learn, Too talkative, Call to parents, and Talk with principal.

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 a student with no
concept in understanding lessons. With this student she is very patient and understanding and carefully
goes through the lessons in a better way so that student can understand.

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. >>> If there was a fire drill or hard lock
down this may hinder instructional time. They hinder instructional time by hindering the time for the set
schedule for the lessons needed to teacher each student. This disallows the teacher enough time to work
with her student on each subject.

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 very clean, trees are well- trimmed, and
crosswalks are well marked with crossing guards available when the children get out of school.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>> The inside is clean with the help of the 3 handy Janitors in
the lunchroom and school at all times, the lights are all working and brighter in the classrooms to
help the students working process, the colors are white, orange, and light blue, and you have to
be buzzed in to the office door and the classroom doors and doors around school remain locked
after they are closed.

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 schools mascot is a Bobcat.
The motto is “ To Be Kind and Work hard”.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>> Every staff is very friendly to one another and they interact with a smile.

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 bell schedule is 8:00a.m. - 2:11p.m. The school does use inclusion for Special
Education. This is only just to work on they problem areas for a hour or so then, the Special
Education students get sent to regular classrooms.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>> The students socialize on the playground
and in the lunchroom.

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. >>> School traditions is the
Bonner run for education, muffins for Moms, Dounts for Dads, Family night, school spirit days,
career day, and their several fun, and amazing field trips. Achievements and awards are the
school was award in 2014 The National Blue Ribbon Award. Community recognition is this school
is recognized as the safest and most hard working elementary school. A few of there Activities/
clubs and athletics are Cheerleading, Band, Flag football, Basketball, Soccor, Music club, Dance
club, and Color guard.

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 wants to seee each of her student succeed. She interacts with her
students in a calm and respectful manner. Her personality is sweet and loving.

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 whole class
participates, and the student with special accommodations has a little trouble listening and
staying still. There are no inclusion techniques.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements. >>> The interactions between teachers and students are
very sweet, and calm. There are different tones for each relationships between teacher and
students it depends if they were either behaving in a “good” or “bad” way.


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? >>> The primary reason she
became a teacher is from peer influence. Her major was pyschology and she changed because her
friends in college were talking her into how great teaching would be and how it will be a job she can stay
employed forever. So, as of now she has been teaching or 21 years.

Interview Question 2: What are the main challenges you face as a teacher? >>> The main challenges she
faces as a teacher is she doesn’t always agree with the district and she believes that the distrit does not
really care for the students.

Interview Question 3: What is the best part of being a teacher? >>> The best part for her about being at
teacher is the children/ kids.

Interview Question 4: How do you determine where students sit in class? >>> How she determines where the
students sit in the class is it usually takes her three days where the students sit where they want. Then
after a week she is starting to get a feel of each students personality and then places them in the sit they
are needed to be in her classroom.

Interview Question 5: How do you determine the members of any flexible groups? >>> How she determines
he members of any flexible groups is she gives a test or observation to see who is struggling and she see
where she can fit those students who are having similar academic problems and places them together.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> What
assessments she gives regularly is common tests/ assessments. She also works we other 2nd grade
teachers and they all give the same types of tests.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> What
requirements are placed on her for reporting progress to parents is that send a weekly progress report to
the parents so they can see their academic success each week.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have? >>> How often she interacts with the students parents in person is daily
or when necessary. What type of discussions she typically has is the students behavior in class and if
they did well or a assignment or if they are struggling on a assignment.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>> How much grading
does she complete on a daily and weekly basis is a lot of grading and for math she is grading more than
five times a week.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>> How long does it take
her to prepare lessons is it varies. She does a group grading with the 2nd grade teachers.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> What
procedures / strategies does she use to maximize instructional time is everything done in class
maximizes the students instructional time.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>> What positive reinforcement programs does
she have success with is champs, love or logic, kahgen and what behavioral consequences does she
seem most effective for this age group is clip up and clip down, silence rules, and consequences based
on actions

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>> How
specialist teachers are involved in instructional process is she said that they are not really involved. She
instructs every lesson and plans and makes every lesson plan.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> How often is she evaluated is once a month and what
measurement tool is used by the administration for determining her teasching performance is NEP’s.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>> What
consequences are there her evaluation is not favorable is they will get written up and they will lose their
jobs.

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 type of support she receives
instructionally is PD, financially is the parents help by given money for activities for children and/ or
supplies for their children, and professionally from the school PTO provides them with gifts and events.
All of these help the school district to enhance instruction and provide the students with materials.

Interview Question 17: What surprised you most about teaching as a profession? >>> What surprised her the
most about teaching as a profession is how much it changed from the beginning to now. She feels that
school districts don’t allow students to go through the developmental stage like they are suppose too.
She quoted say that, “ She would like me to teach my students how I want to teach them and not how the
district wants me to teach them”.

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.

>>> What is going on in the environment is they are following long in the same book that the teacher is
reading. They are learning vocabulary words and learning what each word means. They are acting it the
word and saying the word. The student I am observing is sitting down on the carpet in the middle of he
room like the rest of his classmates and he is following a long. The student then got up walked around
the classroom to go by the door to blow his nose and this took him awhile. He was obviously not
following a long but, when he got finished he sat down and by now the teacher was transitioning to
another book. So, the class had to get up and go to their desks and pull out their second textbook. The
student I was observing did just that and got his second book out and walk back to the carpet to sit
down. The student transitions to the other book and this time the teacher wanted the students to read it
silencely to themselves first then they would read it together. The student was very engaged and was also
raising his hand to answer the teachers questions. If I would put myself into the lesson from the students
point of view is I would be paying attention and following all the teachers instructions. I would also be the
type of student who would not always be the one to answer questions. I feel it is important to be open
minded as a student and very involved in the lesson. To make sure you came out of class at least know
one thing you did not know coming in to the class.

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

>>> For this observation, I observed in a Second-grade elementary school classroom at Bonner
Elementary School in Las Vegas. The teacher, Mrs. Carson, she has been teaching full time for the past
twenty-one years but her original major was not always teaching. She wanted to major in Psychology
but, her friends influenced her that teaching was a better route. Which, is a perfect decision now
becauseshe loves the environment and the children. She has a class of about 21 students but as of
recently many of her students are moving away and changing school districts. She really seems to be
passionate about teaching but may appear overly strict with the children. The physical classroom
environment is very small, her class is in the very back of the school and is in the new buildings
classrooms. These were built just recently because the main building could not fit all of the students.
This way the classroom is arrange into stations, the desks are in the center of the room divided into six
sets of five. There are only two desks in the room that the students sit in for lessons. There are also desks
in the back of the room for computer time for a few students in the classroom who have been good
enough to earn their time to do something fun and educational. The balanced between the teacher voice
and the students is very balanced. When the teacher is talking she is only one who is allowed to talk it, if
the sudent has a question they have to quietly raise their hand in order to get their question addressed.
This is during class time unless she calls on you to talk, even when students are in their rotation groups,
they are only allowed to whisper to each other and if they do not then they are quietly told to lower their
voice or they get pinned down on a behavioral board in the classroom by the teachers desk. The balance
between student and student voices is minimal when the children talk to each other they can only in a
whisper and only say one sentence or just discuss what is going on in the lesson. The noise level in the
classroom is almost always extremely quiet and everyone can hear all the other voices of other students
especially those speaking but, when they are working they are silent but between activities they are very
loud and very discussive. Risk taking in the classroom is somewhat encouraged in the classroom, many
students when they do take a risk they are immediately held by a teacher or their fellow student with the
correct answer. They are never shot down or call out for having incorrect answer. The teacher will be
kinder about the approach she takes to correct the child if their risk fails. She will always tell them to
check their thinking and give them a chance to correct it. While they are correcting their answer she will
move on to another child to answer. This classroom was very interactive and they use a lot of
problem-solving and step by step thought processes. The teacher did her very best and incorporated
every student in the classroom regardless of disabilty. One lesson I will take with me when I begin my
teaching and I have my own classroom. I will always remember what Mrs. Carson told me,” Teach your
students how you want to teach them and not how the district wants to teach them”.

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)

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 203: # 3001 And Introduction to Special Education

CSN Professor: >>> Vicki Reiger

CSN Professor’s phone: >>> 702-217-3250

CSN Professor’s email: >>> vicki.rieger@csn.edu

Student’s name: >>> Destini Davenport

Student’s email: >>> Destini214@icloud.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.

TIME LOG - CSN Field Observations

CSN Student: >>> Destini Davenport

CSN Instructor: >>> Vicki Reiger

CCSD School Assigned: >>> Bonner Elementary

CCSD Cooperating Teacher: >>> Denise Carson

CCSD Grade/Department: >>> 2nd Grade

CCSD School Principal: >>> Erin McCarthy

CCSD School Phone & Fax: (702) >>> 799-6050 (702) >>>

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS
09/30/19 11:30a.m. 12:30p.m. 1 1/2 hr DC

10/7/19 12:30p.m. 2:11p.m. 2 hr DC
10/14/19 12:30p.m. 2:11p.m. 2 hr DC
10/21/19 12:30p.m. 2:11p.m. 2 hr DC
10/28/19 12:30p.m. 2:11p.m. 2 hr DC
11/04/19 12:30 p.m. 2:11p.m. 2hr DC


TOTAL HOURS: 11 1/2

Cooperating Teacher Signature: ____________________Denise Carson___________ Date:
__________11/4/19_________

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 their Time Log. If you prefer to fax or mail the completed
documents, you may do so by sending it to the CSN Professor’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:
____________________________________________________________________________________________________
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____________________________________________________________________________________________________
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Cooperating Teacher’s Signature: ______________________________Denise Carson____ Date:___11/4/19_______

Field Observation Destini Davenport - Edu 203

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CSN Education Department - Field

Observation Activities Packet

CSN Field Observation Packet © CSN Education Department 2017 Page 4

CSN Field Observation Packet © CSN Education Department 2017 Page 5

CSN Field Observation Packet © CSN Education Department 2017 Page 6

CSN Field Observation Packet © CSN Education Department 2017 Page 8

CSN Field Observation Packet © CSN Education Department 2017 Page 9

09/30/19 11:30a.m. 12:30p.m. 1 1/2 hr DC

_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

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