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: Monica Ayala

CSN Course: Introduction to Special Education 203

Professor: Jacqueline Sgobba

Professor’s email: jacqueline.sgobba@csn.edu

CCSD School: Vegas Verdes

Cooperating Teacher: Jeffrey Tibbs

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.

The school property mentioning the landscape is an attention grabber because I can see
they have a garden with paintings in the left side of the school, they also have a building
of classroom additions besides the playground area. They have fences all around the
school, even in the front entrance. They also are growing some trees and plants in the
front of the school by where the parking lot is, while the parking lot is in front of the
school entrance and on the right side of the school. They have a school sign in the front
of the school as well for important dates or messages. Also, another sign is posted by a
sidewalk for 3-minute parking to unload/load students.

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.

The interior for the school is white and dark blue, by the entrance there is a small
hallway to get to entrance of the classrooms, multipurpose room, playground, and other
classrooms within the school. In the outside the before the hallway there is the main
office and posted in the walls there is bulletin boards and a glass wall recognizing
students’ achievement.

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.
My impressions were interesting because this school is an overall great school because
looking at the enrollment rate has grown by 13% over the five school years. The
proficiency rate in math from just the school is 46% compared to the state is 35%, the
 proficiency rate in reading is a 53% compared to the state by 46%. While the
student/teacher ratio is 20:1 and the daily attendance is 94.7%. That is pretty good for
being an elementary school!
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.
I found that there is 751 total enrollment that makes up 454 number of student’s being
Hispanic, 22 being Asian, 24 being black, 42 being white and two or more races in 29
students. There are also 301 students who are in ELL and 84 students in IEP. I found
interesting that there is 55% of males and 45 % females that make up the gender in
school. There are about 41 teachers in the school compared to 751 students in the
school.

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

The school’s mission statement is the Vegas Verdes Elementary School community empowers
students to reach their highest potential to ensure personal success and a passion for learning
in a diverse global society. “Growing All Kids!” is there mission/vision statement, there mascot is
a Viking therefore I believe they want to enhance their student’s knowledge to the best of the
teachers, staff, administration ability so the students can grow in success and good
achievement.

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.
They annually have a field day for students, they also have holiday celebrations such as
Halloween as seen from pictures in the websites, I believe teachers dress up their trunks of their
cars and give out candy to students on or before Halloween. They also have a Winter Holiday
which consist of staff members dressing up as elf’s, decorating the multipurpose room to
Christmas decorations, maybe even a winter choir. Some of the clubs/activities they have is
chefs for kids and LEGO Robotics competition which is a way for kids to interact and spend
more time in school.

5. Briefly describe three other pieces of information that can be found on your assigned
school’s website.

As I was looking through the website, I found that they have a NV Reading Week, teachers and
students dress and decorate their classroom doors with what books are their favorite and best
one wins. They also have carnivals where students can interact with others and a way of getting
the parents/guardians involved. One interesting thing I saw was the “Telus Big Give” that
happen in 2016. From the pictures it showed they painted a mural within the school’s wall into a
canvas with the students help. They also have a student recognition for “Student of The Month”,
it acknowledges the student’s achievement as well as their success.
Culture of the Classroom: Each classroom has its own culture and way of life.

1. Evaluate the level of student participation in the class. Who participates? Who does
not?
Since the groups are small, everyone participates. The students like to raise their hands
and answer questions or like to start a book or sentence.

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

distribution of power, teacher personality. The teacher’s personality is fun engaging and
very energized. The students love to come to class and participate. They like to talk to
the teacher as well as getting the work done.

3. Observe student-to-student interactions, inside and outside of the class. Are they
using any chat features to communicate with each other?
The teacher makes them talk to one another by letting them help each other out or by
picking another student to read or take turns by picking out a book.

ASSIGNMENT #2 (Observations)

1: 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.
It is small group centered, it a great mix of ethnicity, it is equal and since it is a resource
classroom it is a mixture of ELL, deaf or hard of hearing, hard to focus, speech etc.

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

consequences are used for compliance or noncompliance?
The teacher does have rules and expectations. If a student is early to class, shows up or
participates the reward is Dojo Points. If they have any consequences, he gives breaks
or talks to them after class to see what is going on. The teacher also tells the students
that he will take away the Dojo Point in there disruptive or inattentive.

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?

Small groups about 4-7 kids.

2: Describe your cooperating teacher’s teaching style.

 For math he uses visual blocks and strategies for mental math problems. He likes to go
over problems for students that are struggling to understand them a little more. He also
reads from story books that students choose and then gives questions to students about
the book.

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

Yes, when it is reading time, the students pick a book and the teacher uses music so the
students can dance and engage on what book they are reading that day as well with
answering questions along the way.

5: Are there any students isolated or not present/participating in the class? Explain?
None, the teacher makes everyone participate and if student does not know answer they
call a friend for help.

8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc.
Are they effective? The teacher tells the student good job, amazing, excellent, way to go,
you are doing awesome and the students seem to like hearing that which encourages
them to do better and listen.

9: What specific behavior issues does the teacher have to deal with? How does the
teacher handle the behavior issues? Be specific.
Some of the issues the teacher deals with is when a student does not want to do work,
the teacher gives the student a choice which is a break. Often for example, if there is five
sentences the teacher offers them to only write four sentences to encourage the student
to finish their work.

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

classroom during direct instruction.

1: What drove you to choose this student?

The student is very knowledgeable and happy. She loves to come to class and read, she
is polite and answers in complete sentences when she is called upon.

2. Summarize the lesson given and the student’s responses to the lesson.
It was the students turn to pick a book and it was her turn to pick a book and was nice to
let another student pick the book instead. After that she answered all the questions of
the book such as the setting, characters, main idea, etc. She was happy and she got
Dojo Points for letting another person pick the book.
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?

To see students’ “glow” of learning- day in and day out, there is always such a
moment
2: What are the main challenges you face as a teacher?
Time- you cannot “check-out” at the end of the day. There is so much to do, especially
when you want to adjust and make things work better.
3: What is the best part of being a teacher?
The student’s personalities and humor: boring things can be very fun.
4: How do you determine where students sit in class?
First by personality- they must be able to get along with others in their group and not
distract others either (you cannot force people to like each other, nor can you expect two
good friends to ignore one another when it’s time to pay attention). Next by ability- try to
have various skill levels in a group. They can support one another, and you can help
them identify strengths each individual has to contribute.
5: How do you select members of any flexible groups?
First by data. That may come from assessments, observations, or both. Next by
confidence. Sometimes a student needs to feel “success” by working in an easier-level
group for a week or two before they are ready to attempt that same success in a group
of similar leveled peers. On the flip side- some students may respond better to a bigger
challenge as it motivates them to work harder. You have to know your students.
6: How much grading do you complete on a daily/weekly basis?
Between 3-8 assignments a week. That may include quizzes/tests, writings, or exit
tickets. Even if assignments are not always for a grade- you still need to check over the
work to know students understanding of the concept or skill.
7: How long does it take to prepare lessons for the day/week?
While thinking in “units” of 3-4 weeks, I usually plan for a week at a time, then make any
adjustments daily as needed. Familiarity with standards, curriculums, and Learning
Management System (new this year!), greatly affect my planning time. I spend much
time thinking about plans and preparing/ensuring I have materials I will need, long before
I ever sit and write my plans. If I had to average the time, I would say typically it I spend
3-6 hours over the course of the week. More this year due to a new system.
8: What procedures or strategies do you use to maximize instructional time?
Preparation: Plan out each step- from having students gathering materials, to turning in
materials. Do your best to predict what supporting materials students may need to
support them, in addition to what you planned: have them within reach. Know what the
next few lessons entail. Know the overall goal and individual steps to that goal.
Read your Students: Be ready to adjust your teaching on the spot. You may need
reteach, backtrack, explain/practice differently, or jump ahead to the next day’s lessons.
Be flexible. Take advantage of teachable moments- while still focusing on the
standards.
9: What positive reinforcements have you used successfully? What behavioral
consequences seem most effective with this age group?
Have clear expectations and reward with praise. The more personal and specific the
praise is, the better. Focus it on growth, self-belief, and effort. Prize-type rewards
should be used seldom, as it usually focuses on outcome instead of effort. For
consequences, also make them more personal and specific. The more time you invest
in helping a student understand their choices and consequences (both positive and
negative), the less challenging behaviors you will face with them in the long run. For any
privilege that must be lost, there must be a plan made with that student to earn it back-
the sooner the better.
10: How are specialist teachers involved in your instructional planning and process?
Often, there is a coordinated effort to support a theme, or at least inform one another of
skills/focuses. If not, try to learn from students what it is they are learning, and connect
such concepts in other subjects. The more cross-content connections, the better
mastery of concepts.
11: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
Between 3-5 times a year, from 10 minutes to 40 minutes. The Nevada Educator
Performance Framework (NEPF) is used to measure my teaching performance.
12: What consequences are there if your evaluation is not favorable?
Support is provided- through coaches, strategists, or trainings. Making a teacher more
successful feeds into making his/her students more successful.
13: What surprised you most about teaching as a profession?
You cannot switch off planning for individual students. Knowing each student, their
needs (including ways to challenge them), makes constant planning thoughts run within
my head. Even summer vacation is spent with such thoughts for the overall classroom
and curriculum. However, such percolation can lead to great ah-has.
14: What drives their lesson plans? What standards do teachers use during lesson
planning?
The grade level team decides on Long Range Plans, which combines any curriculum or
resource with our subjects to match the standards we need to teach. We adjust
curriculums or content as needed to teach the standard. Great lengths are taken to
ensure that the sequence of the standards makes sense, and that we incorporate review
or even spiraling of the standards. Often there are a few focus standards in a unit, with
many supporting standards.
15. How do you accommodate ELL, GATE, General Ed and Special Education
students?
Work with the other teachers to share strategies and ideas and be flexible with
schedules. But more than that treat each student for who they are- as an individual.
Everyone has their own strengths, needs, and goals. When you model that attitude in
the classroom, the students feel it. They recognize that everyone is different (with
strengths as much as needs), just as much as everyone is similar. Celebrate those
differences, make everyone feel supported and expect everyone to be supportive of one
 another. Suddenly, each student has a classroom full of teachers- their peers. It is so
powerful.

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 my observation I have learned and realized many things. To start off, the students
behaved how they were supposed to, it was a sometimes difficult for them to sit up, stay awake,
or stay in one place because of virtual setting. The sense of how the teacher interacted with his
students, such as attention grabbers, keeping them engaged into the lesson, asking questions
etc. He would also give his students a break by telling them to stretch or walk around before the
lesson started. Implemented different strategies for math, demonstrated visual problems for her
students to grasp an understanding of how to solve a problem mentally. The students in the
small group were a mix of high- and low-level students. This made the group balanced because
one can help the other and see how that student solved the problem. I also learned from my
cooperating teacher about parent teacher conferences. Since the school system is based
online, the teacher has already met those parents due to them being by their kid on a regular
school day.
He also told me about IEPs and how they function, I also observed an IEP revision meeting with
a resource teacher, the parent of the student, and translator. It was amazing experience
because I did not know the parent has rights to what their child can have taken away. This child
had lost their two front teeth and the speech therapist held a meeting to let everyone know that
speech was going to be taken away from the student until the teeth grow back and the mother
was okay with it because her child was having a hard time pronouncing and saying words
without her front teeth and everyone agreed to that. This observation helped me understand that
teachers work hard and the number of hours in planning lessons to teaching students the
understanding of each subject is amazing. My cooperating also sent me examples of lesson
plans, strategies, discussed how parent conferences worked, and let me know how long it took
for lesson planning, managing canvas, and teaching the students. I am so appreciative that I got
to work with my cooperating teacher because he made me realize so much.

_____________________________________________________________________
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 203 Introduction
to Special Education.

This class is where many of our students actually make the decision whether they will continue
further study of the profession. We appreciate you joining us in providing these students with a
wonderful first experience in the 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 203 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 203 Introduction to Special Education

CSN Professor: Jacqueline Sgobba

CSN Professor’s phone: 702-651-4400

CSN Professor’s email: jacqueline.sgobba@csn.edu

Student’s full name: Monica Ayala

Student’s email: monicaayala702@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.

TIME LOG - CSN Field Observations - VIRTUAL MEETINGS

CSN Student: Monica Ayala

CSN Instructor: Jacqueline Sgobba

CCSD School Assigned: Vegas Verdes

CCSD Cooperating Teacher: Jeffrey Tibbs

CCSD Grade/Department: Classroom Resource

CCSD School Principal: Kelly Grondahl

CCSD School Phone:

Date Log On Log Off Hours

10/7/20 1:15 2:38 1 hr. 23 min

10/8/20 1:00 2:00 1 hr.

10/13/20 1:00 2:20 1 hr. 20 min

10/16/20 1:00 2:15 1 hr. 15 min

10/22/20 12:50 2:05 1 hr. 15 min

10/23/20 1:00 2:30 1 hr. 30 min

 10/27/20 10:00 11:00 1 hr.

10/28/20 10:00 11:00 1 hr.

11/2/20 10:30 11:15 45 min

10 hrs. 28 min

Total Hours

CCSD Teacher Signature: _________________________ Date: ___________________

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

Please complete the following evaluation using the Performance Indicator Scores below (with
the student) once the total observation hours are met. Your constructive comments are
extremely valuable to the student. Return this page to the student along with their Time Log to
be submitted to the instructor with the completed Field Observation Packet.

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

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

_____ Professional appearance, adherence to CCSD dress code

_____ Reliability, punctuality
_____ Communicates effectively with teachers and staff
_____ Demonstrates manners, graciousness
_____ Reflects upon observations using critical thinking
_____ Demonstrates enthusiasm and curiosity toward the profession
_____ Models respectful behavior with students
_____ Uses appropriate language
_____ Exhibits pre-service educator success indicators

Comments:
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Cooperating Teacher Signature: _________________________________ Date:____________