CSN Education Department - Alternative Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201, 202, or 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 students to complete a 10 hour "Field Observation" in a Clark
County public school. If CDC Guidelines for Covid-19 prevent you from physically attending a
school campus during the current semester, this packet will offer the alternative experiences
required to satisfy your “Field Observation” requirements for this class virtually.

If possible to pair you with a cooperating CCSD teacher, your placement will be processed by
CSN’s observation coordinator, and you will receive details regarding your assigned school from
your CSN professor. Only then, will you contact the school and meet virtually with your assigned
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 that you must
complete in order to pass this class.

Your Name: Lucia Arroyo

CSN Course: EDU 201

Professor: Susan Bridges

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

CCSD School: Gilbert Academy of Creative Arts

Cooperating Teacher: Julianna Jett

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 determine a schedule with your
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You
are expected to login and log-off to virtual meetings at the scheduled time. In case of illness or
emergency that would prevent you from joining a scheduled class virtually, you must contact the
cooperating teacher a minimum of 3 days in advance to let them know you will not be in
attendance on that day.

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
includes CSN students contacting CCSD students in person, through 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 adopted the
CCSD dress code for students fulfilling their observation requirement in the assigned school
district. Appearance creates credibility; make a good first impression by dressing professionally,
even when meeting virtually.

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
Required Acceptable Attire: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. *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 while at the school.

CCSD WAIVERS
Review the terms of the CCSD Waiver Forms provided by your instructor.
“Student Statement of Responsibility” (Exhibit B)
“Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to in order to secure your observation placement.
While submitting your Field Observation Request, you will be prompted to check that you have
read the waivers and that you agree to the terms. Completion of the CSN Field Observation is a
PASS/FAIL component of the course.

ONCE YOU ARE ASSIGNED A COOPERATING TEACHER WHO IS DISTANCE LEARNING

1. Pre-plan for initial contact with the school you are assigned and make sure that all interaction
with CCSD employees and students is respectful, courteous, and professional. You are a
representative of this class and the college. CCSD is allowing you to observe their teachers 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. The school will select a
teacher for you to observe and provide you with their contact information.

2. The first half of your field observation/experience will be centered around learning
background information 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 virtual classroom at the school level that you were assigned. You are simply
observing during this time. Your cooperating teacher may give you guidance on how your
experience can be expanded beyond simple observations, if he/she feels comfortable with your
professionalism and skills.

3. Contact your Cooperating Teacher to introduce yourself. Since this is your first contact, ask
the teacher for the necessary information to access their virtual classroom, and when the live
sessions occur that they would prefer you to join. Share this “Field Observation Activities
Packet”, with your cooperating teacher as well as the last 3 pages which contain the
“Cooperating Teacher Information”, the “Time Log” and the “Field Observation Student
Evaluation”. Let the teacher know that you will be taking notes during the observation for your
packet assignments, that you will be asking them to verify your hours of attendance, and
evaluate your participation once the total observation hours are complete.

4. When logging in with your cooperating teacher and their students during a virtual meeting, it
is recommended that you keep both your microphone and video camera OFF during the
observation, unless the cooperating teacher directs you to speak or be seen while observing. In
that case, make sure your home workspace is void of background distractions, or anything in
view that may be considered inappropriate for students to see. Your online attire should be the
same as if you were visiting the school in person. Employ the use of typical lighting and image
framing to make the most of your broadcast. The typical “Rule of Thirds” works well, whereby
the camera height is adjusted so that your eyes are positioned in the top third of the window.
Front lit subjects look better on screen than being backlit by a window or artificial light.

THE FIELD OBSERVATION PACKET ASSIGNMENT DIRECTIONS

Read through all the assignments and take notes during your observation visits. You will gather
information on more than one assignment during an observation. Then, using your notes
answer the questions for each assignment.

• All assignments must be word processed. Your detailed responses to assignment questions
must demonstrate careful analysis of the questions and the observation information.

• Questions and their responses must include thorough explanations and examples from the
classroom observation. All responses must be written as complete sentences.

Include the question number, along with your response as a short essay response as in this
sample below:

Assignment #2 - Question 1: What is your first impression of the classroom

environment?
Response: “The classroom environment is friendly and welcoming to the students and
seems a fun place to learn. The classroom is decorated with the students’ work,
interesting posters and the teacher shows respect to the students.”

When it is time to submit the Field Observation Packet for grading, these items must be
included:

• The cover page of the Field Observation Packet

• All observation assignments

• Time Log verifying hours spent within virtual meetings

• The Cooperating Teacher Evaluation

THE FIELD OBSERVATION ASSIGNMENTS: Cooperating Teacher assigned to CSN student

ASSIGNMENT #1 (Culture): Using the questions below, carefully observe and evaluate the
culture of the school. School culture refers to the way teachers and other staff members work
together and the set of beliefs, values, and assumptions they share. A positive school climate
and school culture promote students' ability to learn. 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. Use online resources such as your
assigned school’s CCSD webpage, http://nevadareportcard.nv.gov/di/, https://
www.publicschoolreview.com, and https://www.greatschools.org/nevada/las-vegas/ to answer
the following questions.

Physical Characteristics: Look at a picture(s) 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. Describe
in detail.
 Response: The school looks very comfortable and safe over all. It is gated all
around and they have four basketball courts and three playgrounds. The
kindergarten area had the two small playgrounds and then the larger area has a
small field to play kickball in and two large basketball courts as well. Theres safe
cross walks in every direction and way to enter school and there is speed limits
placed at every corner so that cars have to slow down even when it is not school
hours. All gates are locked during school and before school and on weekdays since
Covid has caused the school to close they make sure no one can enter the school.

2. Next, (if available) study the interior of the school: halls, floor coverings, lighting,
doors, windows, hall colors and decorations and entrance security. Explain in detail.
Response:
Not available.

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

1: What are your first impressions of the school? Enrollment, graduation rate,
proficiency rates, student/teacher ratio etc.
Response:
My first impression of the school is that it is a very well focused school when it
comes to teaching their students about needed ELA knowledge. I can see that the
school has a high percentage in reading proficiency which is really good for an
elementary school. Gilbert Academy does a great job teaching students of a lower
class to be successful. The student teacher ratio is actually not bad at all since it
has a 17:1 radio with means there is enough teachers to have small classrooms
and it means that teachers can do more individual communicating with their
students.

2: Please describe the student make-up of the school, including gender, ethnicity,
students with disabilities, ELL students, and any other attributes that are important
to note you found.
Response:
Gilbert Academy is made up 466 students and 28 teachers overall making up 62%
of females and 38% of males. The entire elementary school has more hispanic
student than any other ethnicity with a percentage of 40 overall followed by black
and white students which both make up 23%, of the schools population. The school
is also on the top 10% for most diverse schools in Nevada.In Gilbert students with
disabilities actually are not put aside like most schools do instead Gilbert Academy
seems to give more help to student struggling by giving them many tools to help
them learn a certain topic better.

3. Explain the school’s mission/vision statements, motto, and mascot.

 Response: The school’s vision statement is to the point as well as inspiring stating
“The Arts: A Way to Learn, A Way to Live, A Way to Achieve!” Which is a great way
to show parents and others that Gilbert Academy is here to teach students to learn
and grow while still flourishing in their creativity. As for the mission statement is
promising as any other schools saying “Gilbert Academy of Creative Arts empowers
all students by connecting the arts too content, developing critical thinking and
problem solving skills, and promoting academic achievement. Students will explore,
experience, and produce art in all its forms.” This is a great mission statement since
it represents the meaning of what a good school should be which is that every
school should try there hardest to help every student succeed and it’s another way
of saying no child gets left behind. The mascot of Gilbert is a Giraffe which is not
explained as much but I can tell that it is supposed to represent a growing and
flourishing student.

4. 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.

Response: A school tradition in Gilbert is the Collage in which they get the fourth and fifth
graders of the school and prepare a chorus based on auditions. This is done during the
spring and winter time so that the students can show their talent while bringing the school
together. The academy has a variety of ethnical group dances for every student such as
Ballet Folklórico, African dance, cheer, and many more. The school gives so many options
for every student to feel gifted and welcomed which is a great way to encourage students
to keep studying.

5. Briefly describe three other pieces of information that can be found on your assigned
school’s website.
Response:
- In the school website it gives easy access to parental things such as Infinite Campus
and F.A.C.E.S
- The website has multiple tabs that can show you the schools staff and classrooms
- You can find ways that you can help out the school and how to begin on the website as
well as every available activity that is available for students.

Culture of the Classroom: Each classroom has its own culture and way of life.

1. What are the teacher’s expectations for learning and success?

Response: Ms. Jett expects all students to complete their tasks by giving all of them the
right amount of time to complete all work which is easily explained and given examples
of before given for on your own work.
 2. Evaluate the level of student participation in the class. Who participates? Who does
not?
Response: When it comes to student participation it is to say that more than half the
students in the classroom actually participate. In the classroom when one student
answers every student wants to answer right after to show that they understand as much
as the next student which is sometimes a problem because it makes it hard to choose a
student to answer since multiple want to participate at the same time.

3. Evaluate the interactions between teacher and students, rapport, cohesiveness,

distribution of power, teacher personality.
Response: The teacher always makes sure one student is not more advantaged as
another. When a student is behind she shows compassion by letting the worried student
know that they have time to complete the needed assignment and that they will be at the
same pace as everyone else in no time. Ms. Jett has weekly meet ups with every
student to make sure she is on top of every student so that the parents also understand
that her students success is important to her.
4. Observe student-to-student interactions, inside and outside of the class. Are they
using any chat features to communicate with each other?
Response: Since it is virtual learning if there are multiple students speaking the meeting
begins to have audio problems so it makes it hard for students to actually talk to each but from
what I have seen some students use the small chat box to say hi to each other and sometimes
will go on the mic and say things such as “Olivia is my friend” and then another student would
put in “Olivia is my friend too she’s very nice”. So even in this new way of learning students
have still found a way to make friends.

ASSIGNMENT #2 (Observations)

1: What are your first impressions of the virtual classroom environment? Is it warm,
inviting, organized, etc? Describe the virtual environment in detail.
Response: In my opinion the virtual learning is very inviting since the second you enter
you are greeted with a good morning from Ms. Jett and the morning announcements
which inform every student what will be going on at school that week so they are not
confused. The classroom Ms. Jett teaches in is very organized with a visible whiteboard
and the lesson plan of the day.

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.
Response: Overall the class is very diverse and I could not tell you what ethnicity was
seen more in the class. An attribute that is important is that all the students who go to the
class meeting are not actually all the students in the class overall. Since some parents
struggle to keep their kids at home while they work they send them to day cares or other
places where they can’t join the live classroom meetings Ms. Jett found a way so that
even those students are on track by speaking to their parents every week and giving
information about the weekly topics.
 3: Are their posted class rules or course expectations? If rules/expectations are posted
write them exactly as they appear.
Response: Since I was informed that I could not view the edmodo format or their
canvas I can not answer this question but there is a school code of conduct that every
student must follow which is in this Link:
Clark County School District K-12 Student Code of Conduct. (2020, February). Clark County
School District. https://4.files.edl.io/62ea/
10/23/20/171146-8ec5c4f2-7d89-4410-88eb-2509f4c08c00.pdf

4: Does the teacher enforce these posted rules/expectations? What rewards or

consequences are used for compliance or noncompliance?

Response: Ms. Jett does enforce the rules but she made it so that her students would
understand since they are younger. For example when a student is being a little loud she
says “ let’s use our inside voices” so that the student knows that they are being informed
of how loud they are being without the teacher being rude or calling them out.

5: What is the posted daily/weekly schedule for different subjects or periods?

Response: The weekly schedule can be seen on the first part of assignment #3.

6: Do you see evidence of the school’s mission/vision statements in the virtual

environment?

Response: Yes there is evidence that the school completes their mission statement
because on the School website every tab that explains what activities are done as well as
photos of actual students who attended the school doing the after school programs. Also as
stated in the mission statement critical thinking is something that I have seen in every student
while observing the virtual learning because when they are given a math question they all begin
to find new ways to solve the answer even if it seems a bit difficult.

ASSIGNMENT #3 (Classroom Layout): Take screenshots of the learning management system

used by the teacher (Canvas, Google Classroom, Seesaw etc..)
 1: Describe the workflow of the online environment. Is the space and time used
efficiently?
Response: In every class attended I can see that my cooperative teacher always
finished on time and used it all effectively without making it seems as if Ms. Jett was
rushing to finish. Sometimes Ms. Jett would finish early and ask every student if they
understood what they learned to make sure that she didn’t confuse any of them.

2: In your opinion, how can the virtual arrangement of the room be improved?
Response: It is a little difficult for me to say what could be improved since it was virtual
so everything was a bit limited. The only real thing I can say is that there should be a
way for the teacher to project their Smart board onto the Live classroom. It will make it
easier to see when the teacher is projecting something or Demonstrating a video.

ASSIGNMENT #4 (Instruction): Observe any instructional time with your assigned Cooperative
Teacher, and record your observations when presented with the questions below:

1: Is instruction delivered in small groups, centers, whole groups, individually?

Response: Instruction is delivered as a group

2: Describe your cooperating teacher’s teaching style.

Response: my cooperating teacher’s teaching style is a discussing style because she
gives her lessons as if she is speaking to every student at the same time but also
teaching every student individually. Ms.Jett uses hand language so that her classes are
easier to understand and better to learn.

3: How does the teacher incorporate the sensory modalities (learning styles)? Give
examples.
Response: Ms. Jett incorporates the most sensory modalities when teaching letters.
This includes sound: by sounding each letter as well as making sure the student hears
the syllables of words that have that certain letter, Kinesthetic: Ms. Jett uses white
boards so that every student can copy and learn right with her. Using sign language to
remember words and letters or commands are also a great example of what she uses to
make learning easier.

4: Do the students seem engaged in the lesson(s) presented? Please explain.

Response: Students do seem engaged in the lessons they are presented since they
usually come with a video or activity that is interesting and catches the students
attention. For example when it was Live reading session Ms. Jett would choose to read
books that had to do with the lesson and also had pictures. Once they were learning
shapes so she taught them how to draw a barn using shapes after reading a story about
farm animals.

5: Are there any students isolated or not present/participating in the class? Explain?
 Response: The only students that are not present for class are the ones who are not
able to join because of reasons that their parents or guardians can not stay home with
them while they are in school so they send them to day cares which makes it difficult for
them to do their assignments.

6: How does the teacher handle absences from the class?

Response: Whenever a student is absent Ms. Jett usually calls or emails the parent or
guardian of the student to ask why they were not in school.

7: How does the teacher handle transitions from subject to subject or activity to activity?
Are the transitions efficient?
Response: The way that the teacher handles transitions from subject to subject is by
having small breaks after each subject is taught. An example is after the Live reading
session, On your own reading is right after everyone leaved the live session and then
after a few minutes Live Writing begins and everyone logs back into class.

8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc.
Are they effective?
Response: Ms. Jett speaks in a clear and slow paced manner so that it is easy to
understand her. She also uses a bit of sign language and encourages her students to
learn sign language so that they can ask for something or so they can learn their letters,
numbers and shapes.

9: What specific behavior issues does the teacher have to deal with? How does the
teacher handle the behavior issues? Be specific.
Response: The biggest issue that Ms. Jett has to deal with is disruptive students. There
is times when students unmute their microphone and begin to get off tasks but it only
takes a few minutes for the teacher to put them all back on track and paying attention by
informing them that they are interrupting other students learning.

10: Are there any policies or procedures that help or hinder instructional time? Please
explain them and how they help or hinder instructional time.
Response: A procedure that Ms. Jett does is every morning is that the white board is
read and explained. Ms. Jett makes sure that everything that will be taught that day is
said beforehand so that it doesn’t come as a surprise or makes any student worry.

ASSIGNMENT #5 (Observing a student): Discretely observe one student in your assigned

classroom during direct instruction.

1: What drove you to choose this student?

Response: The student is very productive and likes to participate. She is very
interesting to see because she is a fast learner and always finds a way to show Ms. Jett
she understands.

2: Explain what the student did during the observation.

 Response: The student would participate daily and would try her best to be the best in
class. She found every way to show off her sister which was very fun to see because it
showed that she was proud and outgoing which is not common for girls her age when
they are speaking to a classroom. When she was confused she always asked even for
small things like words she didn’t understand.

3. Summarize the lesson given and the student’s responses to the lesson.
Response: The lesson was going to be so that the students could learn about bats and
the student was chosen to present the taxidermy and carcass of a bat and when asked
what it was called she answered confidently.

4. Make sure to document ALL behavior in relationship to what was being presented by
the classroom teacher.

5. Please describe what you discovered about the student’s learning styles, involvement
in class, and his/her educational needs.
Response: The student is a very hands on learner. She learns by participating more
than just listening to what is being taught. The student shows more interest in topics that
involve student participation because it makes her feel as if she is a part of the
classroom and is being productive.

ASSIGNMENT #6 (Cooperating Teacher Interview): Arrange for a convenient time to

interview your cooperating teacher either on the phone or by video conference. Ask the
questions below. Include any school document, handouts, etc. the teacher provides..

1: What was the primary reason you became a teacher?

Response: She decided to volunteer in her sons kinder when he was five years old and
his teacher suggested she should become a teacher and that is how she got into
teaching.
2: What are the main challenges you face as a teacher?
Response: Time management, politics of teaching( prices of things)
3: What is the best part of being a teacher?
Response: The kids make it fun and she likes seeing them happy to learn.
4: How do you determine where students sit in class?
Response: She would seat them based on their scores. Also known as a method from
Kagan training they would be seated in fours. One high scored student, One medium,
and two low scoring students.
5: How do you select members of any flexible groups?
Response: Going back to their data, letter name, low ability (group).
6: How often do you interact with parents in person? What are the main reasons for
interactions with parents?
Response: Not in person but daily because of google meet or class Dojo. She Emails,
and calls parents for student who she is concerned about such as in behavior and for
students who have been on task and are doing great.
7: How much grading do you complete on a daily/weekly basis?
Response: not sure but it is easier to grade for Kinder
8: How long does it take to prepare lessons for the day/week?
Response: Weekly she takes about 46 hours since she prepares the reading part of the
learning.
9: What procedures or strategies do you use to maximize instructional time?
Response: Sign signals for distance and Champs for behavior so if one student is doing
good call them out so that other students get persuaded to do good as well.
10: What positive reinforcements have you used successfully? What behavioral
consequences seem most effective with this age group?
Response: Champs which is stating students name and calling them for good behavior.
A consequence would be student would have to put their hands on their laps until they
do the right thing.
11: How are specialist teachers involved in your instructional planning and process?
Response: Specialist teachers get involved by sharing plans and then apples talks with
them for attendance arts integrating.
12: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
Response: N.E.P.F- one or two evaluations every year.
13: What consequences are there if your evaluation is not favorable?
Response: If evaluation is not favorable they provide extra support such as extra
professional training that the principle provides.
14: What surprised you most about teaching as a profession?
Response: What surprised Ms. Jett the most was how much time is invested in
everything from planning lessons to teaching to grading.
15: What drives their lesson plans? What standards do teachers use during lesson
planning?
Response: standard based lesson plans, and CPD passing guide helps give lesson
plans for teachers.
16: If they are teaching at a Nevada Charter school, are there lessons prescribed from
core standards or from other resources?
Response: N/A
17. How do you accommodate ELL, GATE, General Ed and Special Education students?
 Response: Visuals for kinder, everything is modified for children in need. Visual cues,
pie charts, anything more simple is placed to help.

ASSIGNMENT #7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour
Field Observation. What did you observe, learn, realize about teachers, students, instruction,
the school environment? How has this observation better prepared you to understand the
teaching profession? How does the observation relate to the text information and class
activities? What specific ideas on teaching will you remember to include in your classroom?
Response:
Overall Mr.Jett is an inspiring teacher because she made me realize that I should always find
the best in every student and take that and make it a reason to not give up on them when
teaching them. I know now that teaching is a privilege and a gift as well. My cooperative teacher
showed me that every student is unique and that I should always try my hardest no matter what
Grade level I decide to teach. Every teacher is important no matter their teaching level it doesn’t
matter if they teach kindergarten or if they are a college professor all teachers chose a certain
level to teach based on what they know they would be best at and Miss Jett showed me that
she is one of the best kinds of teachers you could have as a student. Something she taught me
is that teachers put a lot of time and effort into what they do and observing her made me realize
that she taught the second the class started to the second the class ended. Something that
really caught my attention while observing Ms. Jett is that I should do my best to use hand
signals such as sign language to not only help me make teaching more easier but also help the
students make learning more easier. It is like learning while learning since the students would
learn what she teaches them while also learning a whole other way to communicate. My favorite
day with Ms. Jett was when the school had a small show and tell or “ share time” in students
showed something that they really liked and It made me realize that by doing something simple
by asking students about what they like to do or what they love it shows the students that there
teacher cares about them and wants to get to know them which really showed me why it is that
the students listened to Ms. Jett and respected her and trusted her in a way. Finally, when I
become a teacher I will make sure to do what Ms. Jett does by communicating with my students
to make a better learning environment for the students and myself.

Remember that before receiving the final grade for this EDU course, the CSN student must
submit the completed Cover Page, Field Observation Activities, Time Log, and Student
Evaluation to the CSN instructor for grading.

The cooperating teacher must also email the instructor to confirm the successful completion of
the observation. The student is required to provide the CCSD cooperating teacher with their
CSN professor’s email, so the cooperating teacher can send an email to verify that the student
has successfully completed the 10 hours of observation. The instructor’s email must be
provided on the first page of this packet, and on the next page for the cooperating teacher.

Remember that completion of the Field Observation is a PASS/FAIL component of the course.
Students must save this completed packet in digital form, and as a hard copy for the Education
Department’s capstone course, (EDU 299) Education Portfolio or (EDU 220) Educational
Psychology
COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS - VIRTUAL

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: EDU 201 Introduction
to Elementary 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 virtual 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 10 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 can be assigned, the CSN professor MUST receive your
official email verification that the student successfully completed the 10 hour observation.
Please also “cc” the student on this email. The student WILL NOT receive a final grade in the
course until the email is received from you.
CSN Course # & name: EDU 201 Introduction to Elementary Education

CSN Professor: SusanBridges

CSN Professor’s phone:(248)240-0372

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

Student’s full name: Lucia Arroyo

Student’s email: 5007426744@student.csn.edu

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

CSN Student: Lucia Arroyo

CSN Instructor: Susan Bridges

CCSD School Assigned: Gilbert Academy of Creative Arts

CCSD Cooperating Teacher: Juliana Jett

CCSD Grade/Department: Kindergarten

CCSD School Principal: Michelle Bynum

CCSD School Phone: (702)799-4730

Date Log On Log Off Hours

10/6/2020 9:00 am 10:50 am 1 hr 50 mins
10/9/2020 9:00 am 12:15 pm 3 hrs 15 mins
10/13/2020 10:30 am 12:15 pm 1 hr 45 mins
10/16/2020 9:00 am 10:50 am 1 hr 50 mins
11/2/2020 9:00am 9:25 am 25 mins
11/2/2020 11:50 am 12:15 am 25 mins
11/5/2020 9:00 am 9:25 am 25 mins
11/5/2020 11:50 am 12:15 pm 25 mins
11/6/2020 9:00 am 9:25 pm 25 mins

10 hours 45 mins

Total Hours