CSN Education Department - Field

Observation Activities Packet

Greetings Future Educator,

  One of the most rewarding aspects of EDU 201, EDU 202, and EDU 203 is the opportunity you’ll have to observe
in a school classroom where students are
actively engaged in learning. Each of
these three CSN courses requires all
students to complete a 10 hour "Field
Observation" in a Clark County public school.

  Once your placement is processed, you will receive details regarding your assigned school from your
CSN professor. Only then, will you contact the school and meet with your CCSD “cooperating teacher”. Both you
and your cooperating teacher will design a mutually agreeable schedule to complete your required contact hours
once you meet for the first time.

  Within this packet, you will find the required field experience assignments and other documents that you
must complete in order to pass this class.

Your Name: Madison Poliszuk

CSN Course: EDU 201

Professor: Jacqueline Sgobba

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

CCSD School: Vassiliadis Elementary School

Cooperating Teacher: Jaime Borkholder

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

BEFORE ARRIVING ON THE FIRST DAY...

1. Locate your assigned school on a map, or via the CCSD website, and arrive during the Initial Visitation Week
dates provided to you by your CSN instructor. This initial visit will be your chance to gather information about your

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assigned cooperating CCSD teacher. School locations and other information can be found on the CCSD web site
at http://ccsd.net/schools/contact-information/

2. Pre-plan for an on-time arrival, and make sure that all interaction with CCSD employees and students is
respectful, courteous, and professional. You are a guest in their school, and a representative of this class and the
college. CCSD is allowing you to visit their school to further your understanding of the teaching profession. It is
imperative that your actions reflect a willingness to learn, and are reflective of a future professional educator.

3. The first half of your field observation/experience will be centered around learning about the school you were
assigned, and focusing on the general and unique characteristics of its culture. You will be looking at and
reflecting upon things that are going on in the classroom at the school level that you were assigned. You are
simply observing during this time. Your cooperating teacher will give you guidance on how your experience can
be expanded beyond simple observations, when he/she feels comfortable with your professionalism and skills.

UPON ARRIVAL THE FIRST DAY…

Check in at the school office and let the Office Manager know that you are a CSN Education student who has
been placed with a cooperating teacher at their school for Field Observation as well as fill out ANY check-in
paperwork for school safety. Be patient while the information you’ll need is located by the Office Manager. The
request for placement came through Gmail from our Field Observation Coordinator (Corinne Blake), and has been
pre-approved by the school’s administrator. During this initial visit, some of you may be sent directly to the
classroom to meet your cooperating teacher, some of you may be given contact information for the cooperating
teacher, and then will return on a different day for your first classroom visit.

UPON ARRIVAL TO THE CLASSROOM…

Introduce yourself to your assigned Cooperating Teacher. Since this is your first visit, ask the teacher where
he/she would like you to sit while you complete your observation hours for this CSN Introduction to Education
class. Show the teacher this “Field Observation Activities Packet”, as well as the last 3 pages which contain the
“Cooperating Teacher Information”, the “Time Log” and “Field Observation Student Evaluation” pages.
Let the teacher know that you will be taking notes during the observation for your packet assignments, and that
you will be asking him/her to verify your hours of attendance, and evaluate your participation once the total
observation hours are complete.

DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

Standards of Conduct
You are student representatives of the CSN Education Department and the teaching profession. Candidates are
expected to maintain high standards of personal and professional ethics.

CCSD COVID Procedures

Students must abide by all CCSD policies regarding the safety of staff and students.  For up-to-date information
please visit: https://ccsd.net/departments/risk-management/covid-19-information

Attendance and Punctuality

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

Relationships
You should exercise respectful discretion when voicing your personal views. It is important that your demeanor
and opinions remain confidential. Under no circumstances can information about any students be released to, or
discussed with, any unauthorized person. It is forbidden to have any contact with students outside of the
classroom you are assigned. This restriction also includes CSN students contacting CCSD students using any
electronic means or through the use of social media.
Dress Code
CSN Department of Education wants you to be a success. Therefore we have established a dress code for
students fulfilling their observation requirement in the assigned school district. Appearance creates credibility;
make a good first impression by dressing professionally.
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Required Acceptable Attire:
Males:
• Shirts with collars
• Ties (optional) with button down shirts
• Khakis, trousers, slacks; belts if pants have loops, (no sagging, rips or tears)
• Simple jewelry
• Shoes and socks that cover the toes and heels

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

Not Acceptable Attire: jeans, shorts, tank tops, halter tops, muscle T-shirts, tight fitting clothing, warm-ups,
sandals, flip flops, stilettos; no cleavage showing, no sagging or frayed hems; no head covering except for
religious reasons, such as a yarmulke or turban-like. No nontraditional hair colors/styles. Undergarments and
tattoos should be covered. Remove facial jewelry. No perfume. *School principal/supervisor has the sole
discretion on questionable clothing or appearance that distracts from student learning.

Classroom Conduct:
At all times, the cooperating teacher maintains legal responsibility for pupils in his or her classroom. You should
never assume that responsibility and be left unsupervised with children. You should not discipline students. You
are an observer, who should take notes to discuss during your next education class meeting, or to record in your
Field Observation packet.

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

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

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

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

Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting, organized,
etc? Describe the physical environment in detail. The physical environment of this classroom is very warm,
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friendly, relaxing, and colorful. The walls are filled with inspiring posters, dimmed string lights, and a
humidifier filling the air. As soon as students enter the room, they are greeted with a smile and enter a
relaxing room.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL, students with
physical challenges, and any other apparent attributes that are important to note. The gender ratio of this
classroom is pretty much half and half with an even split. The classroom is made almost completely up of
while students, apart from one Hispanic, one Asian, and one Black student. There aren’t any ELL
students, but there are students present that have different challenges such as Autism and Hard of
Hearing.

Observation 3: What are the posted class rules in the room? (exactly as written) The class rules posted in the
room include: 1. No touching, 2. No fighting, 3. Whistle blows  line up, 4. Don’t argue with adults, 5. Be
kind and respectful, 6. Take care of others, 7. Collect all balls, 8. Play fair/not rough, 9. Don’t ruin
playground equipment, 10. Be expected.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? The teacher consistently enforces these posted rules by using multiple
methods for rewards and consequences. Some of the rewards include a no homework pass, extra recess,
squishy toys, candy, and snacks. These are given out when students get high scores on a test or listen
well. Some of the consequences include no recess, silent time, or calling parents. These consequences
are enforced for non-compliance and disobedience.

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

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? The space is
used very efficiently. Desks are spaced for group work or discussions, leaving large areas of space for
reading spaces. There are also spread-out spaces for other work areas topped with storage on the side to
save extra room space and make the area less crowded.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved? I
think the physical arrangement of the room can be improved by pushing desks further apart for a spread-

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out space, put cabinets in one spot to minimize clutter and walking, and put classroom supplies closer to
the teacher so students don’t take anything without asking.

ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record your
observations when presented with the questions below:

Instruction Question 1: What is the posted daily schedule for different subjects or periods? The posted daily
subject is the following: (7:15-8:00) Arrival, (8:00-8:10) Morning Ceremony, (8:10-10:40)
ELA/Writing/Reading with Social Studies integrated, (10:40-10:55) Recess, (10:55-11:10) Continue
Reading, (11:15-11:45) Lunch, (11:45-1:15) Math, (1:15-2:10) Specials, (2:11-2:15) Dismissal.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? The teacher
uses a mixture of methods for instruction time. She starts by addressing the whole group by giving
directions and teaching the content. Then, she gives them a worksheet to work on independently. She
then comes back and discusses the worksheet as a large group and goes through the questions. A mix of
large group/independent work. The teacher also incorporates group work throughout the day, just not in
this particular lesson.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? The teacher’s
learning style is very lecture based. She doesn’t typically allow too much of a discussion, as that can lead
to a lot of chaos that is typically difficult to control. The teacher also has students do a lot of independent
work. I also noticed she leaves a large emphasis on developing problem solving skills.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. The teacher uses various learning styles to assist different learners in the classroom. She does
a lot of auditory learning in the form of addressing the class through lectures. She also helps the visual
learners by using the projector screen to show worksheets/give students room to follow along.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. Students seem very engaged in the lesson presented. As they fill out their worksheets and follow
along with the lecture, they are constantly speaking up, answering questions, and correcting mistakes. I
also hear them discuss each other’s thoughts about the worksheet and help each other out.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? There
are not any students being isolated from the rest of the class, but after speaking with Mrs. Borkholder, I
learned that seating is very strategic. Students who have behavioral issues or need extra support are
seated near the teacher’s desk. The tables are also placed in a way where chatty friends are not seated
near each other. Boys and girls are equally mixed within the tables.

Instruction Question 7: Is instructional time managed efficiently? Please explain I was very impressed with
how instruction time was managed. She made sure she had plenty of time for instruction so students can
retain the knowledge to a greater extent. She also used a timer to ensure that instruction time didn’t go
into the next subject. Additionally, she made sure that discussion time was kept to a minimum to
maximize learning time.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? She transitions the class to the next by having students reset
their space. She starts a timer that ensures students do this quickly and efficiently. During this time, they
are required to clean their desks, clean the room, and put books away.

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Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? The teacher uses “attention getting” commands such
as clapping her hands, talking loudly, and staring at them without speaking so they know to listen. The
timer she sets is also a major asset to helping get the class’ attention. These are very effective methods
and I noticed that the students responded very well to it.

Instruction Question 10: What specific behavior issues does the teacher have to deal with? How does the
teacher deal with these behavior issues? Be specific. Some specific behavior issues the teacher deals with
includes students talking when they aren’t supposed to, students not following directions, and making
messes. The teacher uses multiple methods to deal with these issues such as having a one-on-one
discussion, splitting students up, checking up on them consistently, and using consequence methods
such as loss of recess and texting parents.

Instruction Question 11: Are there any policies or procedures in place that help or hinder instructional time? If
so, explain them and how they help or hinder use of instructional time. One policy that helps instructional time
is having their special subjects (art, PE, music, etc) at the end of the day. This way, students don’t come
back to class crazy and hyper.

ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and evaluate the culture of
the school where you are assigned to observe. Remember you are evaluating the school for its educational
culture, place of learning, sense of safety, invitation for learning, promotion of self-actualization, development of
values and socialization.

Physical Characteristics: Look at the physical areas of the school to determine atmosphere, comfort, and
feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking lot,
crosswalks, gates, signs and symbols. The atmosphere of the school property is bright, light
colored, spacious, clean, welcoming, and very spread out. There is a lot of space on the property,
creating feelings of excitement and energy. It also makes students feel very welcomed and
excited.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. The atmosphere of the interior is very bright, cozy, colorful,
spacious, well-decorated, clean, personal, exciting, and welcoming. This makes students feel
safe, ready to learn, and encouraged to do their best.

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

1. Identify the school’s mission statement, motto, and mascot. The mission statement of Vassiliadis is
“At Billy and Rosemary Vassiliadis Elementary School, we believe in designing opportunities for
children that will give them the necessary tools to blaze the path of college readiness. We believe
in shared leadership and consistent use of out of the box methods to deliever our students the
once in a lifetime education that will prepare them for 21st century jobs.”. The motto of the school
is “Be Kind Work Hard”. Lastly, the mascot is a cub.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. In the main office, I noticed that the staff are very welcoming, super friendly,
and ready to help. When interacting with students, they are very patient and willing to help them
out with whatever they need. In other areas of the school, such as other teachers and assistants, I
noticed that they have the same welcoming nature as those in the office.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block
scheduling, periods) Does the school use inclusion, or a pull-out program for special education students?
The school bell schedule is one ring at the beginning of the day, and one ring at the end. As for
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 grouping, 5th grade has split recess time as other 5th grade classes. Once one goes out, the other
goes in. When it is lunch time, 5th grade has lunch with other 5th graders. For special education
students, inclusion is enforced, and they spend time in regular classes with regular students. If a
teacher has a special needs student, a support staff is available to come in and help everyday.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. Students get along pretty well with each other.
As soon as they encounter conflict, they are good at problem solving by themselves. Typically
students will help each other out when it comes to instructional time and listening to the teacher.
When socializing, students gather and play different games on the playground, sit next to each
other at the lunch table, and sit with friends during group or reading activities.

5. Examine school traditions, achievements and awards; community recognition or community partners;
extracurricular activities/clubs and athletics. Look for and document sources of community pride and
sense of identity through ceremonies, assemblies, trophies, and artifacts. Vassiliadis has a morning
ceremony every morning where students will speak on the intercom and say the announcements.
They also provide students with multiple clubs including student council, yoga, computer
science, and Spanish. They also partner with businesses such as Baskin Robbins, Sun Source
Energy, Avanti Green, etc.

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

1. Look for teacher(s) expectations for learning and success, interactions with students, and his/her
personality. The teacher has high expectations for self-correction, independence, and problem-
solving skills. She wants every student to understand the content and see improvement. She is
friendly with her students, jokes around a lot, but also remains stern when she needs to be. She is
very silly, but also thrives on organization and order.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? In this class, students are
typically very good with participation. To encourage participation, the teacher asks a lot of
questions during her lecture and assigns group work. Some of the students that participate the
most are those that demonstrate active listening skills and don’t disrupt any class time. The
students that have trouble participating are those who struggle behaviorally or have special
needs.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency, and reinforcements. The teacher knows her students very well, so most interactions
between the teacher and her students have a purpose. She understands their feelings and actively
tries to get them to communicate successfully to herself and other students. The dynamic is
cohesive most of the time, but bad days do happen. She maintains a positive tone to students, but
still makes it known that she means business and students need to be actively listening.

ASSIGNMENT 5 (Cooperating Teacher Interview): Complete the questions below by interviewing your
cooperating teacher during a convenient time. Include any school documents that your cooperating teacher will
allow you to photocopy for your packet.

Interview Question 1: What was the primary reason you became a teacher? The primary reason Mrs.
Borkholder became a teacher was because she loves making a difference in a child’s life. She has always
loved teaching her peers growing up, and still loves the moment that a child understands the content.

Interview Question 2: What are the main challenges you face as a teacher? The main challenges Mrs.
Borkholder faces as a teacher is pacing, time management, managing all subjects, and managing class
size vs student’s needs.

Interview Question 3: What is the best part of being a teacher? The best part of being a teacher is working
and having conversations with kids. Additionally, she loves seeing ex-students grow up.
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Interview Question 4: How do you determine where students sit in class? To determine where students sit in
class, she places a variety of personalities that don’t clash together. She also strategically places
different skill sets together so they can build each other up. She also added that it is all about balancing
and knowing your students.

Interview Question 5: How do you determine the members of any flexible groups? She determines the
members of any flexible group by skill level, test scores, completed work, behavior in class, and other
various accommodations.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? Mrs. Borkholder
uses common formative and summative assessments regularly. The formative assessments are designed
completely by her, while the summative assessments are designed by the grade level.

Interview Question 7: What requirements are placed on you for reporting progress to parents? The school
requires teachers to report grades quarterly. Mrs. Borkholder instead tries to get them out to students
weekly so parents can keep track of where their students are at on an educational level.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? She interacts with student’s parents through family events, Class Dojo, and parent
teacher conferences. On Class Dojo, she is able to communicate to parents daily, and give them all the
information they need. She also makes parent teacher conferences a priority and makes sure to talk to
100% of parents either in person or online.

Interview Question 9: How much grading do you complete on a daily/weekly basis? On a daily basis, she
completes an hour or two of grading. If not, she must catch up on weekends. To minimize this, she tries
to grade the tests and quizzes as they come, grade every evening, and stay consistent with it. This is so it
doesn’t become overwhelming or unmanageable.

Interview Question 10: How long does it take to prepare lessons for the day/week? Mrs. Borkholder prepares
for lessons a couple hours a week. One of those hours is spent planning with the entire grade level team.
She tries to have the whole week planned before the weekend is over.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? To maximize
instructional time, Mrs. Borkholder creates an accurate expectation of what students can and can’t do.
She also physically stops the lesson if the expectation is not met. Time management and clear directions
are also a major asset for maximizing instructional time.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? Mrs. Borkholder uses the marble system to get
students to do their work and consistently focus. She tries to change this up and finds something that
interests them to use as an incentive. The general rule is to find something they like, and use it to get
them to work hard and behave.

Interview Question 13: How are specialist teachers involved in the instructional planning process? Generally,
specialist teachers offer training, advice, resources, and assist in learning.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? If you are new to the corporation, you are evaluated 3 times.

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This includes a walkthrough and physically sitting and observing for 30 minutes. Normally, you are
evaluated like this 2 times per year. The measurement tool is uploaded to NEPF, all rubric based.

Interview Question 15: What consequences are there if your evaluation is not favorable? If you don’t have
favorable results, you are put on a formal plan, have more meetings to monitor teaching, monitor severe
issues, and make recommendations. Alternatively, they can also put you on a watch list where you get
more observations.

Interview Question 16: What types of support do you receive instructionally, financially, or professionally from
the school, parent organization or school district to enhance instruction? Parent organizations can offer a lot of
support, but it all depends on the area you are a part of. Schools typically offer professional development,
some of it required. Financially, there isn’t very much support at all. Some grade levels get a certain
amount of money, but a lot of the day-to-day supplies come from parent/classroom fees that teachers put
into place at the beginning of the year.

Interview Question 17: What surprised you most about teaching as a profession? The main thing that
surprised Mrs. Borkholder the most about teaching is the politics involved in a school. There is a certain
chain of command and hierarchy involved in a school which has certain expectations. The relevance to
the job all depends on how much you personally care about opinions.

ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom during an
extended period of direct instruction. Detail what was going on in the environment, and what you observed the
student doing while the lesson was being given. Make sure to document ALL behavior in relationship to what was
being presented by the classroom teacher. Please describe the setting, the lesson that was given, if the student
was on task and engaged in the lesson, and what you uncovered about putting yourself in a lesson from the
student’s point of view.

During this observation, I watched a student take a math quiz that has both a visual and drawing
component. The math test is based on shading and multiplying decimals. In the classroom, the light is
dim, students are spaced around the classroom, and classical music is playing. When the test starts, the
student automatically gets up to sharpen their pencil. While this is happening, the student is not yet
focused and are slightly trying to avoid the activity being presented. Additionally, the student encounters
a problem with the pencil sharpener used and asks the teacher for assistance. Once the student finally
gets their pencil sharpened, they return to their seat and immediately start shading their paper. Once the
student starts, they don’t look up from their paper once. They become completely focused on the activity
and surprisingly avoid all other distractions in the classroom such as other students moving, papers
being shuffles, etc. In the middle of the worksheet, the student takes a short break mid question to
stretch. After that, they resume the paper and doesn’t break eye contact with the task at hand. As the quiz
progresses, I noticed the student starts to tap their foot quietly and consistently. They then start to
become slightly less focused than before but continue to work through the quiz anyway. Once the quiz is
finished, the student walks and turns it into the designated location. They then go back to their seats and
work on a separate worksheet that the teacher provided for the students who finish early. Throughout this
extended period, the student was generally very focused and quiet and seems to comprehend the
material well. Even as the class got louder and students in the class kept finishing their quizzes, they
continue to work through the required material. As soon as the teacher gives final clean-up instructions
and enters transitional time, the student responds immediately.

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

Throughout this 10-hour field observation, I am extremely grateful for the time I got to spend directly in
the field I am planning to work in. I enjoyed the time spent with the teacher, getting to know the students,
and understanding the complexity and challenges that come with being an elementary teacher. One of the
biggest lessons I learned throughout the 10 hours is the amount of adaptability that you need to have
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every day. A lot of the time, especially when working with 10-year-olds, things don’t always go to plan. I
am lucky I got to see that firsthand, but it is a really important thing to note about the career that I am
planning on going into. No matter how thorough your lesson plans are, how much preparation you do on
the weekend, and how well you know your students, you can’t expect the day to go smoothly. I was also
very interested to hear about all the various dynamics that are presented every day that not a lot of
people talk about. This includes a student’s family dynamics, school politics, and coworker dynamics.
Throughout this observation, it became very clear to me that I still want to pursue a career in this
profession. I will never take for granted the student’s smiles, the excitement to work, and the kindness
they are willing to show to a stranger. Throughout the 10 hours, I also fell in love with the organizational
aspect of the job. I love the idea of creating a warm, welcoming classroom, creating fun and exciting
lessons, and seeing students light up when they understand the content of a quiz. Overall, I thoroughly
enjoyed my time and am extremely grateful for Mrs. Borkholder and all of her wisdom regarding this
career. She was very open about the struggles, the fun parts, and the career as a whole. She consistently
answered all of my questions, made me feel welcome in her classroom, and went above and beyond to
make sure I got a lot out of the days. To conclude, I loved being in a classroom for 10 hours and feel like I
am leaving with a new sense of the career and a larger appreciation for teachers as a whole.

Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit their
completed Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN instructor for
grading. The student must also provide the CCSD cooperating teacher with their CSN professor’s contact
information, so the cooperating teacher can send a quick email validation that the student completed their 10
hours before the final exam date.

The instructor’s email can be found on the first page of this packet, and on the next page.
Remember to save this completed packet in digital form, or as a hard copy for the
Education Department’s capstone course, (EDU 299)

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COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our education majors are
required to complete 10 field observation hours in these courses:

EDU 201 Introduction To Elementary Education

EDU 202 Introduction To Secondary Education
EDU 203 Introduction To Special Education

This class is where many of our students actually make the decision whether they will continue further study of the
profession. We appreciate you joining us in providing these students with a wonderful first experience in the
classroom. If at all possible, please utilize the student to assist you in supervised classroom instructional activities
if you deem them ready.

We are hopeful that the information we have enclosed with this letter, which has been approved by the Nevada
College Consortium, will help you with a clear sense of how this field experience works.

When the student has completed his/her required observation hours, please complete and sign the “FIELD
OBSERVATION TIME LOG” and “FIELD OBSERVATION STUDENT EVALUATION” (along with the student).
Then, return these two pages to the student who will submit them to his/her professor. For your convenience, the
student has provided you with CSN contact information below. Please contact the CSN instructor if there are any
questions or concerns.

Also, before a final grade for EDU 201, EDU 202, or EDU 203 courses can be assigned, the CSN professor
MUST receive your official email verification that the student successfully completed his/her 10 hours. Please
also “cc” the student on this email as soon as the student has completed the 10 contact hours. The student WILL
NOT receive a final grade in the course until the email is received from you.

CSN Course # & name: EDU 201 – 1003 Intro to Elementary Education

CSN Professor: Jacqueline Sgobba

CSN Professor’s phone: (702) 651-4400

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

Student’s name: Madison Poliszuk

Student’s email: madison.poliszuk@student.csn.edu

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

CSN Field Observation Packet © CSN Education Department 2017 Page 11

TIME LOG - CSN Field Observations

CSN Student: Madison Poliszuk

CSN Instructor: Jacqueline Sgobba

CCSD School Assigned: Vassiliadis Elementary School

CCSD Cooperating Teacher: Jaime Borkholder

CCSD Grade/Department: 5th Grade

CCSD School Principal: Paul Catania

CCSD School Phone & Fax: (702) 799-1420 (702) 799-1421

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

11/17/21 8:00am 2:15pm 6 hrs, 15 mins

11/18/21 9:55am 3:30pm 5 hrs, 35 mins

TOTAL HOURS:
11 hrs, 15 mins

Cooperating Teacher Signature: _______________________________ Date: ___________________

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

CSN Field Observation Packet © CSN Education Department 2017 Page 12

Please complete the following evaluation using the Performance Indicator Scores below (with the student) once
the total observation hours are met. Your constructive comments are extremely valuable to the student. This page
should be returned to the student along with their Time Log. If you prefer to fax or mail the completed documents,
you may do so by sending it to the CSN Professor’s attention via Fax: (702) 651-4908 or through regular US mail
to:

CSN North Las Vegas Campus - Education Dept.

3200 E. Cheyenne Ave.
Las Vegas, NV 89030-4228
SORT CODE CYS-222

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

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

_____ 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’s Signature: __________________________________ Date:__________

CSN Field Observation Packet © CSN Education Department 2017 Page 13