CSN Education Department - Alternative Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of 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 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: Gillian Sullivan

CSN Course: EDU 202 Introduction to Secondary Education

Professor: Connie Christensen

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

CCSD School: Green Valley High School

Cooperating Teacher: Catherine Davis

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

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,
warmups, 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 and that
you agree to the terms of the waivers. 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.

The school building is fairly large and open. There are plenty of palm trees and it is very
fitting with the local desert area. There are many signs and green fencing to match the schools
colors. The parking lot is very safe with speed bumps to ensure student safety and it is large
enough to accommodate students. Crosswalks are outside the school with plenty of school zone
signs and flashing lights to ensure student safety.

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.

I looked for images of the interior of Green Valley and found that the campus was very open and many
halls lead to the outside. The mascot is displayed in the front entrance of the school building. It is two
stories so there are stairs but I can ensure that the school is accessible to those with disabilities. The
auditorium is large and is capable of hosting assemblies. I was unable to see the classroom interior given
these times. I did notice that there are locked gates to keep people out of the school and admin are at the
front entrance to check in visitors.

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.

The student teacher ratio is 26 to 1 so the classrooms are typically a medium size. There are a
total of 3,055 students enrolled at Green Valley so it is a higher population of students. 93% of
students at Green Valley graduate which proves that the school is very good at helping students
be ready for graduation. They also do well in college and career readiness so students at Green
Valley are incredibly well-educated. Based on this data I can assume the proficiency rate is
fairly high.

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.

Gender is pretty equal between men and women within the school demographics. The majority
of students are white and the next largest ethnic group at Green Valley High School is hispanic
students. There are students with disabilities and ELL students but they are a minority and
special access is granted to give them equal opportunity of education.

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

The school's mission statement is “Commitment to excellence.” This can be seen throughout the
school and is shown through student behavior and teacher dedication. This motto is consistently
restated to students to encourage them to stay on track and uphold the school’s mission. The
mascot for Green Valley High School is a gator. The gator mascot is shown with pride and has a
statue on campus. There is a gator mascot at sports games and the goal of the mascot is to bring
school spirit and encourage student engagement. Many students show pride for Green Valley
High School and show this pride by following directions and dedicating time to their school.
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.

There are many traditions and community involvement in the history of Green Valley High School.
Spirit weeks and assemblies are major traditions at Green Valley and many students actively
participate which helps build the school community. Many teachers from Green Valley have been
awarded the Heart of Education award. Students have also gotten many awards from their clubs
or athletics and many students have graduated with a scholarship to their university. Every month
Green Valley High School hosts parent and community meetings to get involvement within their
school. Many clubs and athletics do incredibly well at Green Valley. The speech and debate team
has had multiple students go to nationals for competition. Students are very involved and show
pride in the activities they participate in.
 5. Briefly describe three other pieces of information that can be found on your assigned
school’s website.
On the website for Green Valley I was able to find access to online help and tutoring available to
students. Multiple subjects have free tutoring or help options including English, Math, Science,
and even a College Readiness section. Another interesting piece of information on the Green
Valley High School website is access to Covid-19 testing locations to encourage students to get
tested before returning to the classroom. This information is super important for students during
these unprecedented times. The website also provides information about the courses of study
offered for students at Green Valley. Students can participate in both AP and IB classes as well
as Career and Technical education and High School of Business. It is clear from this information
that Green Valley High School has a commitment to student success and safety.

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?

The teacher’s expectation in her English classes is to prepare and treat them as college students since
they are college bound individuals. She expects students to be self sufficient and accountable with similar
expectations that they will be held to in college and in the workforce. The teacher gives assessments with
their final as a pretest to display the knowledge that was learned. For the ACT prep classes it is expected
that students do well on the ACT and learn test taking strategies. Students learn the organization of the
ACT and how to find the best answers to a high stakes test. They also get many test taking strategies
such as study skills, the value of a good night's rest, and how to raise their score by focusing on specific
areas.

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

The class is really participatory. Online most students provide feedback and ask questions. Some
students do not speak during class, yet continually turn in work. The most participatory students
are typically those who have a great relationship with Mrs. Davis. Those who don’t participate are
usually the ACT prep students who wanted an easier class or those who feel a little more shy
around classmates.

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

distribution of power, teacher personality.

The teacher aims to relate to her students and make her classroom feel like a safe environment.
She gives them plenty of opportunity to ask questions, receive help, or even just have an outlet in
her meetings. The class is very cohesive and students know how to find most of their work. The
teacher would discuss the assignments and explain the work expected of students and then give
them the rest of class to complete that work. Power seems to be fairly evenly distributed, Mrs.
Davis displays control but no students feel disrespected or try to even take control from her. It
was clear the teacher was incredibly understanding of her students' lives so they never feel
disrespected by her authority. The teacher would always say hi to students as they entered the
meeting and ask them about how they are doing, ask about their weekend, and check- in with
every student. At the end of class the teacher would always ask if anyone had questions and let
all students know she was available to clarify anything they needed.
 4. Observe student-to-student interactions, inside and outside of the class. Are they using
any chat features to communicate with each other?

The students use the chat feature on Google Meet to have regular discussions. I saw multiple
students saying “Hi” to their friends and asking each other “how are you?” Many of the students
have a harder time interacting this year but some discuss sports or fundraisers going on in their
outside activities with their peers. Students were also put into Breakout Sessions to discuss their
English 12 Honors readings specifically character relations. This way students were able to
engage in a small group academic discussion.

ASSIGNMENT #2 (Classroom Observations)

1: What are your first impressions of the virtual classroom environment? Is it warm, inviting,organized,
etc? Describe the virtual environment in detail.

The virtual classroom environment Mrs. Davis creates is incredibly inviting. Her Canvas is
personal and well organized so that students know exactly where all assignments are located.
She has plenty of fun extra credit activities labeled on her Canvas page. The Google Meet feels
like a conversation since Mrs. Davis is always so inviting and tries to make a personal
interaction with every student. (Even as simple as asking “How are you?” and the student
replies “Good.”) Mrs. Davis tries to relate to students by having a Bitmoji of her appear
throughout some parts of her Canvas page. Students are not required to turn their cameras on
however they are welcome to so that everyone feels comfortable.

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.

Most of the classes have a slightly higher female ratio. The classes are very diverse and there are a few
504s within class. There are no IEP students since the courses being taught are honors and Green Valley
usually places IEP students in co-taught classes so that they can get individual instruction while being
with their peers in a regular classroom. There are some students who have English as a second language
but they are proficient enough to be fluent in their classes. Mrs. Davis attempts to make her students
comfortable by asking who they are and for their background (ie pronouns or nicknames) so that students
feel comfortable. The 504 students within class will be checked on often especially in the virtual
environment. Mrs. Davis will always take time to talk to them personally and ensure they understand
course material.

3: Are their posted class rules or course expectations? If rules/expectations are posted write them exactly
as they appear.

The rules, expectations, and syllabus can all be found on the Home Page of Canvas for every student.
This way all students can be aware of the rules expected of them. Any guidelines for assignments are
posted with that assignment as directions which can be easily read before students complete and submit
their work. As shown within the syllabus goals and expectations there is a clear outline for students to
follow in order to do well in class. The syllabus rules are written as follows:

Course Goals:
 ● To produce and critique complex texts and documents common to the workplace, the collegiate setting, and/or real-life writing situations.
● To produce a variety of complex written, spoken, multigenre, and multimedia works, making conscious choices about precise language, form,
style, and/or visual representation.
● To investigate and analyze universal themes and literary movements.
● To craft and evaluate intricate arguments.
● To examine and discuss different perspectives of a topic, idea, or theme, the ways in which cultures communicate and the conflicts that
sometimes arise as well as propose possible solutions.
● To practice inquiry and research to inform writing, speaking, and visual expression for personal understanding and growth, as well as to
prepare for post-secondary education.
● To develop as a reader, speaker, listener, and viewer for personal, social, and political purposes, through independent and collaborative
reading and discussion.

● Attendance: In accordance with CCSD policy, a student is limited to TEN unapproved absences per semester. After the tenth unapproved
absence, the student will lose credit for the class, regardless if the student is passing the class or not. Any student who misses numerous days of school,
misses out on in-class instruction provided by the teacher, as well as class discussions and practice, which are designed to enhance knowledge and
understanding.

● Citizenship: Citizenship grades are a reflection of a student’s behavior and participation in class and are not based upon academic grades;
therefore, it is possible for a student to receive an A for academics and a U for citizenship or an F for academics and an O for citizenship. Citizenship
grades are determined by how well a student behaves and adheres to the rules of the class. Please note that certain behaviors such as academic
dishonesty and anything resulting in a referral to the dean will result in an automatic “U”.
 
● Participation Points: The very first grade in the grade book for each quarter is a 100-point assignment that you have a perfect score on.
These are your participation points and all you need to do is be on your best behavior for the rest of the quarter to keep all of them. However, there are
going to be certain behaviors that I will take points away for. Losing points works like this:

Disrupting class 10 Swearing or inappropriate language 20

Cell phone, iPod, etc. out in class 10 Vandalizing books, desks, etc. 50
Tardy 10 Cheating/copying work 50
Food, gum, or drinks (besides water) 10 (plus loss of assignment & U in citizenship)

Please keep in mind that several of these behaviors may also result in confiscation of an item, detention, a phone call home, referral to the dean, and affect
your citizenship grade.

● Dismissal Policy: Although school bells do signify the start and end of class, they do not necessarily dismiss you from class. I will dismiss the class
when class is over, the room is tidy, and all students are seated quietly…not just when the bell rings. Also please note that I have the right to teach, just as you
have the right to learn. Any student who interferes with this policy and delays classroom instruction, may require himself/herself or even the class to stay
after and make up missed instruction time.

● Infinite Campus: Infinite Campus allows parents and students to track grades, attendance, etc. Grades update every time an assignment is entered
and students are HIGHLY encouraged to double check all information for accuracy. Any errors are to be reported to me immediately so adjustments can be
made on a timely basis.
Additional Classroom Policies:

● Late Work: Late work of any kind on assignments will not be accepted. Any assignment due (homework, a paper, etc.) that is not in
class and ready to be turned in will be labeled as missing (mi) in the gradebook. Assignments are due when the teacher collects them. Any work
turned in afterward will be marked as late. Also, all late work must also have a pink “late work” ticket attached to it or it will not be graded. These
are located next to the Turn-in Basket.

● Make-up Work: If you are absent, it is your responsibility to check the calendar and absent work folders for any notes or assignments. You
may also check with your classmates. Any electronic assignments are due regardless of your presence in class. If a paper/hard copy assignment was
due the day you were absent, it is due the FIRST day you return to class, at the start of class, and must have a “pink ticket” attached to it. If you are
absent the day of a test or quiz, you must schedule a time with me either before or after school to make it up within 3 days of your absence. It is solely
your responsibility to touch base with me about make-up work.

● Presentation Due Dates: If you have a presentation due, be in class. The end. The majority of our presentations even include specific sign up days,
so you are expected to show up and present. This is exactly what college will be like. Any excuse short of a medical emergency will not be accepted and if it
was a group assignment, your group will present without you and you will receive a “0”.

● Group Work Assignments: Unless specifically designated as a “group activity”, working “together” on an assignment is completely unacceptable,
will be considered academic dishonesty, and the appropriate disciplinary actions will be taken. Additionally, if students in a group each have an individual
copy of an assignment to turn in, at no time whatsoever should any student’s work be identical to his/her group members.

● MLA Format: Every assignment that you turn in MUST be in MLA format. This means Times New Roman 12 pt. font, 1-inch margins,
MLA heading, and page numbers. You must also have a properly formatted Works Cited Page. Only during the first quarter will students be given a
 second opportunity to resubmit assignments that are out of MLA format. After the first quarter, assignments WILL NOT BE ACCEPTED out of
MLA format and there will be no re-submissions.

● Infinite Campus: Infinite Campus allows parents and students to track grades, attendance, etc. Grades update every time an assignment
is entered and students are HIGHLY encouraged to double check all information for accuracy. Any errors are to be reported to me immediately so
adjustments can be made on a timely basis.

● Cheating and Plagiarism: Academic dishonesty in any form will not be tolerated! If you are caught cheating or plagiarizing an
assignment, paper, quiz, or test, you will face the consequences outlined below and lose ½ of your Participation Points for the quarter.

Rough Draft Final Draft

Copy & paste 0% & Dean’s Referral 0%
Paraphrase with no in-text 0% (NO Dean’s Referral) 0% & Dean’s Referral
citation (If the plagiarism is corrected from the rough draft, accept and
score the final as usual.)
“Quoting” with no in-text 0% (NO Dean’s Referral) 0% & Dean’s Referral
citation (If the plagiarism is corrected from the rough draft, accept and
score the final as usual.)

o These consequences are meant for all grade levels (9-12) and for all academic levels (Co-Op through AP/IB).
o These consequences are to follow the first instance of plagiarism in a paper. If a student does any of the above even once in her/his
paper, s/he has plagiarized, and the consequences must be enforced.
o The Dean’s Office will follow Green Valley’s Progressive Discipline for Scholastic Dishonesty.

● Green Valley High School’s Scholastic Honesty Policy: There is a clear expectation that all students will perform academic tasks with
honor and integrity, with the support of parents, staff, faculty, administration, and the community. Cheating and plagiarism violate the fundamental
learning process and compromise personal integrity and honor. Students demonstrate academic honesty and integrity by not cheating, plagiarizing
or using information unethically in any way.

o What is cheating?
Cheating or academic dishonesty can take many forms, but always involves the improper taking of information from and/or giving of
information to another student, individual, or other source. Examples of cheating can include, but are not limited to:
❖ Taking or copying answers on an examination or any other assignment from another student or other source
❖ Giving answers on an examination or any other assignment to another student.
❖ Copying assignments that are turned in as original work.
❖ Collaborating on exams, assignments, papers, and/or projects without specific teacher permission.
❖ Allowing others to do the research or writing for an assigned paper.
❖ Using unauthorized electronic devices.
❖ Falsifying data or lab results, including changing grades electronically.

o What is plagiarism?
Plagiarism is a common form of cheating or academic dishonesty in the school setting. It is representing another person’s works or ideas as
your own and submitting them without giving credit to the proper source. Examples of plagiarism can include, but are not limited to:
❖ Submitting someone else’s work, such as published sources in part or whole, as your own without giving credit to the source using
in-text citations and a works cited page.
❖ Paraphrasing someone else’s work, such as published sources in part or whole, without giving credit to the source using in-text
citations and a works cited page.
❖ Turning in purchased papers or papers from the internet written by someone else.
❖ Representing another person’s artistic or scholarly works such as musical compositions, computer programs, photographs,
drawings, or paintings as your own.
❖ Helping others plagiarize by giving them your work.

o Progressive Discipline For Scholastic Dishonesty

1st offense Dean’s Referral, One-day In-House/Suspension, Referral to Counselor, Parent
Conference, and *Extra-Curricular Removal/Suspension
nd
2 offense Dean’s Referral, Three-day Suspension, Referral to Counselor, Parent Conference,
*Extra-Curricular Removal/Suspension, **Removal from Advanced/Honors Courses
3rd offense Dean’s Referral, Five-day Suspension, Referral to Counselor, Parent Conference, and
*Extra-Curricular Removal/Suspension
4th offense Dean’s Referral, Ten-day Suspension, Referral to Counselor, Parent Conference, and
*Extra-Curricular Removal/Suspension

Note: Included with the dean’s discipline, the classroom teacher will have further progressive discipline including, but not limited to:

❖ U in citizenship
❖ Zero on the assignment(s) and no chance for a makeup assignment, quiz, or test.
❖ Jeopardize letters of recommendation
 ❖ *Extra-Curricular: Athletics, Activities, School Events, Travel and Graduation
o Removal from next or multiple Extra-Curricular Event
o Suspension from Extra-Curricular for one week
❖ **Removal from Advanced/Honors Courses
o Students in AP Courses and Honors Courses will be removed and placed in regular-level courses.

4: Does the teacher enforce these posted rules/expectations? What rewards or consequences are used
for compliance or noncompliance?

Mrs. Davis does enforce these expectations. When rules are followed students can expect a good grade
and to pass their class. Students who do not comply can expect to fail the class and will struggle in class.
Students begin the quarter with 100% and perfect citizenship but when students break the rules and
expectations of class they will lose citizenship points. Students are held accountable for following rules.

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

The schedule is based on A days and B days. A day period 1 starts at 8:30, period 3 is at 9:21 and period
5 is at 10:54. There is a 7th period which is used as a prep period or for office hours where students can
get additional help as needed. Similarly, on B days period 2 is at 8:30, period 4 is at 9:21 and period 6 is
at 10:54. 8th period on B days is a teacher prep period and again can be used for students to get
additional help. (Note: With integrating hybrid learning the schedule did change for all CCSD schools
including my cooperating school)

A link to the hybrid schedule can be found here: https://greenvalleyhs.org/media/gvhsHybrid2021-

StudentGatorBlue-Even-031721.pdf

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

The Canvas page has the mission state written on the top of the course syllabus and throughout the
physical classroom.

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?

The online environment is very organized. Each week the work is posted at the top of students
Home page in Canvas. The schedule is also posted here since students can get confused with
different online, hybrid, or in person class schedules. My cooperative teacher will also post a
joke or funny video to lighten students mood and build social and emotional ties between
students. Each week students usually have an assignment that builds upon the work done
previously.

2: In your opinion, how can the virtual arrangement of the room be improved?

I believe the virtual page could be improved if students had freedom to work more on their own
time since these students are upperclassmen preparing for adult life. As shown students are
told to work on their independent reading Monday and Tuesday followed by an assignment on
Thursday and Friday. Instead the assignment should simply have a deadline and students
decide when to complete the work for it. In college professors do not outline what days to do
work for major projects. Instead, the due date is given and students learn to manage their time
accordingly. Since these students are preparing for this it would be in good practice to work on
time management skills with assigned work and independent reading projects.
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?

Instruction is delivered in whole groups most of the time. Occasionally she will put students into breakout
sessions to discuss what they have found in their reading assignments or to answer questions about
assigned book projects. Students are welcome to get individual instruction during office hours.

2: Describe your cooperating teacher’s teaching style.

Mrs. Davis’s teaching style incorporates a variety of student learning styles within her instruction. She is
aware some students need small group work while others work better in the whole class environment.
Given the isolation many high school students feel she is aware of the importance of keeping students
engaged socially within the classroom, as social and emotional needs of students need to be met. She
matches the teaching philosophy of progressivism and displays that with her flexibility. She always tries to
relate course material to students' real world experience and make class relatable.

3: How does the teacher incorporate the sensory modalities (learning styles)? Give examples. 4: Do the
students seem engaged in the lesson(s) presented? Please explain.

When it comes to learning styles Mrs. Davis uses visual learning with plenty of charts, powerpoints, and
textbooks. She also incorporates Auditory learning allowing them to use Breakout Rooms for small group
discussion and reading assignment directions out loud to the class. She also allows Gardner’s eight
intelligences to incorporate each student's personal academic talents.

5: Are there any students isolated or not present/participating in the class? Explain?

Some students tend to be more quiet in class and will not speak out loud or type in the chat
unless directly asked to do so. These students are not entirely isolated and will often speak to
Mrs. Davis privately if they have a question or in small groups.

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

Students who are consistently absent will get no attendance marked for the day which will be shown to
their parent/guardian within infinite campus. Usually if attendance becomes a consistent issue Mrs. Davis
will ask the student as to what is going on and try to help them fix their attendance issues. Students who
are absent are able to make up their

7: How does the teacher handle transitions from subject to subject or activity to activity? Are the
transitions efficient?

The transition between subjects is very efficient. Mrs. Davis will typically have swift transitions where she
will explain what will occur during the day. When switching to Breakout Sessions she will inform students
what needs to be discussed and tell them to report what they discussed when they return to the whole
group. Mrs. Davis will often discuss each individual assignment at the beginning of class and then allow
students to work on the assignments given at their own pace.

8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc. Are they
effective?
She usually starts class by letting everyone know that they are getting started and begins
explaining the assignments that they will work on in class. When trying to get class to focus she
will say “Okay let’s get back to it” or “Let’s get back on task” to ensure students are doing the
work expected of them. Students know the procedure and routine to begin class on mute.

9: What specific behavior issues does the teacher have to deal with? How does the teacher handle the
behavior issues? Be specific.

I have never witnessed a behavior issue within class. Occasionally a side discussion will continue in the
chat and then Mrs. Davis will simply ask “What are you guys doing” followed by “What are you supposed
to be doing.” This is part of the classroom management style expected all across Green Valley.

10: Are there any policies or procedures that help or hinder instructional time? Please explain them and
how they help or hinder instructional time.

There are no policies or procedures that noticeably hinder instructional time in person. Assignments are
posted and students remain on task so there are rarely interruptions to instruction. Students are engaged
in lessons which allows for few hindrance to the flow of the class. The assignments being posted on
Canvas with directions helps instructional time and Mrs. Davis has more time to answer 1 on 1 questions.

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

classroom during direct instruction.

1: What drove you to choose this student?

I chose this particular student since they always said good morning when she would enter class
and ask Mrs. Davis how her weekend had been. I could tell this student would always
participate and be attentive to discussion.

2: Explain what the student did during the observation.

The student engaged in minor discussion with classmates at the beginning of class. She asked
about the hybrid schedule to get confirmation as to when she will need to attend class. Then
she began the procrastination assignment and watched the TED talk video right away and spent
the rest of class completing her work.

3. Summarize the lesson given and the student’s responses to the lesson.

The lesson given was to watch a TedX talk about procrastination and answer questions related to
both tht ted talk and their own relationship with procrastination. The student seemed to respond
well and even made a joke saying “maybe this will teach me to stop procrastinating.” The student
got to work immediately in order to make the most use out of class time.

4. Make sure to document ALL behavior in relationship to what was being presented by the
classroom teacher.
 The classroom teacher responded to her comment saying good morning to her as well. The
student and teacher appear to have a positive relationship and an equal understanding of one
another. The student would laugh at the jokes the teacher made and understood when it was time
to begin working.

5. Please describe what you discovered about the student’s learning styles, involvement in
class, and his/her educational needs.
The student I observed was both an auditory and visual learned. She was very involved in class
and would communicate with classmates. The student works well with classmates and enjoys
collaborative work since they can discuss lessons. In order to do well this student takes thorough
notes and will watch assigned videos to help her better understand each lesson.

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? 2: What are the main challenges you face as a
teacher? 3: What is the best part of being a teacher?

1. Mrs. Davis became a teacher after going to UNR to play soccer. She had a great experience in
college and she wanted to originally go to law school but in her junior year of college she decided
law was not the correct fit for her. She came back to Las Vegas for the summer and did not
return. She became an assistant soccer coach at Green Valley for 3 years and the former
principal of Green Valley mentioned that she should become a teacher. She got her bachelors
degree and used an initial licensors program to get into the classroom and certified in English and
Social Studies. Being a teacher and working with students like she did with coaching really drives
her to do well and motivates her as a teacher.
2. Trying to keep up with teaching new material is a really difficult aspect she is facing this year.
Mrs. Davis mentioned that oftentimes students make assumptions at the beginning of the year
and it takes time to develop a true relationship with them and change their initial assumption.
Another difficult challenge is perfectionism and accepting when things don’t necessarily go to
plan. She has spent a lot of time learning to balance her responsibilities as a teacher, a mom, a
coach, and other responsibilities. With learning to balance it is hard trying to get grades back in a
timely manner at times and not spending forever grading.
3. Mrs. Davis claims that the best part of being a teacher is bonding with them. She loves the
relationship she builds with kids. Many of her former students come back to say hello. She always
is there for her students for emotional and social support, especially this year. Mrs. Davis is
always understanding and tries to calm their worries.

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

She allows her seniors to pick their own seats but if it becomes a problem she will move them. She
expects students to be responsible and as future college students they need to display a level of
accountability for their college and career readiness. With sophomore students she will assign seats and
create a seating chart randomly and rearrange when needed.

5: How do you select members of any flexible groups?

Considering that the majority of her students are upperclassmen. She will take the classroom
environment and assignment into consideration when creating flexible groups. Implemented Medita
Mondays and are randomly assigned groups where they would share a success and allow the students to
identify the leader. The leader would then ask the group 2-3 open ended questions and then everyone in
the group cheers each other on! When engaging in others successful experiences it lifts the whole class
up and it allows all students to get to know each other.

6: How often do you interact with parents in person? What are the main reasons for interactions with
parents?

Mrs. Davis rarely ever has a need to interact with parents in person since the students are in 12 Honors
English since those students are preparing for college and adult life. When talking to parents she tries to
do a “compliment sandwich” where she will say a positive attribute about the student, bring up the
negative issue, and then end it by talking about how changing the behavior would help the student and
add something positive.

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

My cooperating teacher does not take home with her for mental wellbeing. All grading gets done during a
set time for school. She spends roughly an hour a day grading and uses student aids to help grade
smaller assignments. She says “You do not have to grade everything.” Some assignments are simply
graded for completion. Keeping students engaged and getting them to do something is a priority this year.
She ensures that she grades something for each standard that needs to be met.

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

Lesson planning usually takes about an hour a day. After multiple years the prep work has gone down
since she reuses some things from previous years. My cooperating teacher spends roughly between 5
and 10 hours a week preparing this year in order to make things a digital format. She is teaching two new
subjects so the prep work is higher than expected.

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

Mrs. Davis utilizes a daily warm-up at the beginning of class each day so the moment students walk in
they are expected to be working. This way class starts off immediately rather than waiting for class to
quiet down. Warm-ups are about grammar and comma usage which are standards the students need for
the class. This way students get practice with those grammatical lessons on a regular basis. Absent work
is always in the classroom for students so they can immediately catch up on their work. Absent students
are also expected to get notes from a classmate in order to encourage students to work together. This
way absent students do not hinder instructional time. Students use an English notebook and all notes will
be located there. These are interactive notebooks to help students remember information that is taught.
This way instructional time is used efficiently and students can learn more.

10: What positive reinforcements have you used successfully? What behavioral consequences seem
most effective with this age group?

Verbal positive reinforcement is used most often in class. Students will get positive notes and verbal
feedback. She will also use student writing examples and those students get pride in knowing their work
is an example for the class. Consequences tend to be having a 1 on 1 private conversation. This way
conflict can be resolved instead of escalating. Minor behavior problems are addressed by asking students
what they need to do to be on task.

11: How are specialist teachers involved in your instructional planning and process?
Specialist teachers are involved with resources. There are strategists such as an ELA strategist who aids
teachers with lesson plans, resources, and helping teachers add more to their lesson plans. Special ed
specialists will co teach with a regular teacher to help modify and help students individually in class. Many
specialists are there to support teachers and students on campus.

12: How often are you evaluated, and what measurement tool is used by the administration for
determining your teaching performance?

My cooperating teacher is evaluated 3 times per year and given feedback on lessons. Administration uses
the NEPF format to evaluate teacher performance. This is a 1-4 scale (1 being the worst and 4 being the
best). Teachers are scored on instructional practices. A student learning goal is part of administration
evaluation and teachers must show that goal is being met. My cooperating teacher shows her goal is met
through student testing. After the evaluation administrators meet with teachers to have a discussion and
teachers are given written feedback.

13: What consequences are there if your evaluation is not favorable?

When teachers get an average below 3 on evaluations for 2-3 years in a row. Admin will intervene and
ask teachers to improve in specific areas. If the areas are not improved they will be put on probation and
can be let go if it is a consistent issue.

14: What surprised you most about teaching as a profession?

My cooperating teacher was surprised how much she enjoyed teaching. When she taught younger grades
previously she was surprised how much “hand-holding” was needed to get them through. She did not
think younger high schoolers would need such a high level of support since she was very independent at
that age. My cooperating teacher also mentioned how surprising it was that teaching would be so
intellectually stimulating.

15: What drives their lesson plans? What standards do teachers use during lesson planning?

The NVACS (Nevada academic content standards) for common core. All planning is done backward and
there is a pacing guide provided within the standard to hit specific standards by the end of each quarter.
The final project for each unit is the first thing planned and lessons building toward that are then created.
It is very clear within the standards how each lesson builds upon another. The standards drive many
lesson plans as well as the final goal for that unit.

16: If they are teaching at a Nevada Charter school, are there lessons prescribed from core standards or
from other resources?

N/A

17. How do you accommodate ELL, GATE, General Ed and Special Education students?

By senior year of high school GATE is obsolete but some students still are highly gifted. The
general high school academic challenges GATE students naturally by allowing Honors and AP
classes. ELL students are usually paired with an English proficient student in class so they work
together and ELL students develop stronger skills. ELL students are asked to discuss
assignments with Mrs. Davis so that she can help them and ensure they understand the course.
She utilizes anchor charts to help ELL students to develop stronger English skills. Students on
IEPs will get extra time but she tries to encourage IEP students to self-advocate as good
practice for college and career life. Often times students on IEPs are encouraged to let Mrs.
Davis knows when they need extra time or help to push for that self advocacy.
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?

Throughout this observation many lessons were learned. My cooperating teacher displayed that
forming connections with students is the best way to create a positive learning environment and
encourage participation. By allowing the classroom and all class pages to reflect the schools
beliefs and encourage students to do well more students work hard in class. As a teacher it is
important to always create conversation with your students and actively communicate. In order
to meet standards formatting and organizing your lesson plans is crucial. By laying out what key
things students need to learn and develop those standards can always be met. My cooperating
teacher chose to allow her students to display knowledge through projects which allowed
higher-level thinking. I now understand how crucial lesson planning is and asking students the
right questions both to build connections and for higher-level thinking. In the textbook common
core curriculum was discussed and the common core curriculum heavily outlines the class that I
observed. One of the more recent discussions within class was about higher-level thinking and
how teachers can encourage this. My cooperating teacher displayed how having students
discuss plot lines and themes are a great way to encourage higher- level thinking. She also
showed how projects and asking specific questions can make students think critically about the
text read in class. From this observation I will think about the questions I ask students and
prioritize building connections with them. I will also prepare for class in advance and create a
lesson plan schedule that allows for students to hit required standards in time. When managing
my classroom I will reward positive behavior and disruptive behavior will be addressed by
simply asking students what they should be doing. My cooperative teacher dissolves conflict
immediately by simply ending the situation before things can escalate. Students both respect
and feel safe within Mrs. Davis’s class because of her priority of meeting student needs and
forming a connection so they feel safe and supported. Allowing the classroom environment to
relate to students can both make class more entertaining and allow students to apply what they
learn to the world around them. I plan to relate lessons to real world experiences so that my
students can better understand during class.

Remember that before receiving the final grade for this EDU course, the CSN student must
submit the completed Field Observation Activities Packet, 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 instructor’s email is provided on the first page of this packet, and on the
next page with “Cooperating Teacher Information,” and the student can 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.
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) or (EDU 220)

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 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 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 202 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 202 Introduction to Secondary Education CSN Professor:
Connie Christensen

CSN Professor’s phone: 702-651-4803 (Please leave a message)

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

Student’s full name: Gillian Sullivan

Student’s email: gilliansullivan28@gmail.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.
 4/16/21

CSN Student: >>> Gillian Sullivan

CSN Instructor: >>> Connie Christensen

CCSD School Assigned: >>> Green Valley High School

CCSD Cooperating Teacher: >>> Catherine Davis

CCSD Grade/Department: 11/12th Grade ACT Prep and English 12-Honors

School Principal: >>> Kent Roberts

CCSD School Phone >>> (702) 799-0950

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 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:
____________________________________________________________________________________

____Gillian was a pleasure to work with. She shows a tremendous amount of potential for her future work
as a teacher.
________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Cooperating Teacher’s Signature: ___ __________ Date:_4/16/21_________