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: >>>

CSN Course: >>>

Professor: >>>

Professor’s email: >>>

CCSD School: >>>

Cooperating Teacher: >>>

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:

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Observation 1: What are your first impressions of the classroom environment? Is it warm,

inviting, organized, etc? Describe the physical environment in detail. >>>

- The classroom is very welcoming. It is colorful and has student work posted all around

the room. There is a wall full of hedgehogs that the students drew themselves. The

theme for the classroom is the movie Tangled. It is my first time being in a portable. It’s

tinier than the school building classrooms but all the essentials still fit in it. Desks are all

facing the smart board except for one group of desks.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity,

ELL, students with physical challenges, and any other apparent attributes that are important to

note. >>>

- There are many boys in the classroom, with a handful of girls. The kids in the classroom

are all culturally mixed.

Observation 3: What are the posted class rules in the room? (exactly as written) >>>

- Simple rules

- R system (responsible, respectful, really kind)

- No list of rules (treats students has human beings instead of soldiers)

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences

being used for compliance or noncompliance? >>>

- She does enforce the three R system. She crated them for her classroom but was then

used school wide. She just has simple rules in the classroom. She does not have any

posted in her classroom, since she cannot keep up with them. She will reinforce her

kids if something has to be fixed emotionally, physically, or behaviorally.

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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

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used

efficiently? >>>

- The space that she has is used efficiently. She works with the little space that she has.

The kids show her their assignments and put it in the appropriate folder. She walks

around the classroom helping kids to make sure they are doing the correct work and are

not having a hard time. She also makes sure that the kids are not missing any work and

helps them get organized if needed.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the

room be improved? >>>

- Since it is a portable, the one arrangement of the room that should be improved is the

size. Although this many kids can fit in the class, I think there shouldn’t be as many kids

in here. Especially during these covid times. There is no distancing. Covid cases

involving kids are increasing every day.

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?

>>>

1. Reading/ELA 9:15-10:50

2. Specials 10:50-11:40

3. Lunch 11:45-12:15

4. Intervention/extension 12:15-12:55

5. Math 12:55-2:05
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 6. Writing 2:05-2:45

7. Science/social studies 2:45-3:10

- The kids are split between going to specials with two different other third grade classes

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?

>>>

- Instruction is done with the whole group on the floor. Assignments are done individually

unless told otherwise.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?

>>>

- She uses the chrome books a lot for her students’ assignments. I think it works out

because they all have their own chrome book in the classroom. She also hands out

printed work to the kids. She’s very verbal as well.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning

styles)? If so, give examples. >>>

- With the activities she has prepared, she includes a listening assignment for the kids.

As well as a hands-on word activities. The students cut out their weekly vocab words

and glue them on a piece of paper to make sentences. They also have a “rainbow”

write.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being

presented? Please explain. >>>

- The students seem really engaged in the lessons she has prepared. They always

respond verbally and or physically. The kids always seem very ready/prepared when

she transitions into something new. Ms. Philips puts a “reward” assignment if the

students finish all the other assignments. It keeps them wanting to finish.
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Instruction Question 6: Are there any students isolated from the rest of the class for any

reason? Why? >>>

- There is one student who is isolated in the back of the classroom. He is isolated due to

behavioral issues and he has a hard time with controlling his emotions. The child is

autistic. She has the low reader/IEP kids all sit together in a group. She also has a

student that is hard of hearing that sits at that table. They have to be close to her due to

them reading lips.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>>

- Instructional time is managed very efficiently. She lets the kids know how much time

they must do an assignment, and then informs them every now and then until time is up.

Instruction Question 8: How does the cooperating teacher handle transitions from one

subject or period to another, and are these transitions efficient? >>>

- She lets the student know about the next activity and where she wants them to be.

When explaining what is going to be done by the end of the week, she writes them on

the white board. When transitioning from one activity to the next, she lets the students

know how much time they have left to finish their work.

Instruction Question 9: List ways that the teacher attempts any “attention getting”

commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they? >>>

- She uses a point system. The “groups” that are ready by the end of her count down get

a point added on to the board. She has little “songs” that get the kids attention when it

comes to volunteering. She shouts out the word “raptors!” and the kids respond with

ready.

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. >>>
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 - Talking out of place/being too loud

- Not doing work/being distracted

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. >>

- The new schedule given out this year. Social studies/science is added to the mix of their

lessons, which cuts down writing and math time. Teachers have to plan two additional

lessons for the day due to adding two periods to the schedule and being short on

teachers.

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. >>>

-“Recess” area is very big. Two playgrounds, basketball court, green grassy hill. The hill

is behind a freeway. Trees all around the sides of the hill. There are multiple four square

“courts” and basketball courts. The parking lot is located at the front of the school, which

is a perfect size. There are quite a few murals on some of the school walls as well. The

school is surrounded by a lot of houses/official buildings. The school is very welcoming,

and raptor involved.

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2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall

colors and decorations and entrance security. >>>

There are a lot of artworks in the hallways, especially the specials hallway. The bulletin

boards are also decorated as well. There is a lot of pictures hung up of the staff and

students doing activities. The front office is themed as if it we were in the prehistoric

times. There’s a lot of vines/plants. They incorporated the school mascot, a raptor, in a

lot of places.

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. >>>

- mascot: Raptor

- mission statement: n/a

- motto: home of the raptors

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions

in other areas of the school. >>>

-Tthe staff at the main office was very warm and welcoming, but they are a bit short

staffed.

- The faculty is very sweet and caring towards the students. They let them know when

they are doing a good job and if they are doing something wrong. They make sure that

all the students are following the school rules and being nice/respectful towards each

other. They made sure I felt at home and welcomed me with warm smiles/hugs and

excitement.

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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? >>> Students eat their breakfast inside their classrooms. The school does

not want student to mix grades. The school opens at 8:30. At 8:50 there is a 10-minute bell

that rings to let the kids know if they need breakfast to get it now and that they should be in

their classes. There are some classes in portables because it used to be a year-round school,

so there were about 1000 students. They use both an inclusion and a pull-out program for their

special education students, depending on the student’s behavior/test results.

4. Observe student-to-student interactions, inside and outside of the building. Observe where

students gather to socialize – lunchroom, halls, playground, etc. >>>

- Students usually are always talking to each other. The kids in the class seem to be all

friends with each other. They usually hangout around the playground and the kona ice

truck. The students in the classroom seem to all be friends with each other.

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.

>>>

- raptor rewards

- school cheer

-kona ice truck

-respect pledge

-spirit Friday’s

Culture of the Classroom: Each classroom has its own culture and way of life.
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1. Look for teacher(s) expectations for learning and success, interactions with students, and

his/her personality. >>>

- She wants the kids to be in love with reading. She talks to the kids like they are human

beings instead of sweet talking everything. She has a very nice personality. She loves

teaching and does have a passion for it. She likes to have her classroom community

very positive. She tries to not take any work home, but she will stay longer at school if

needed. She majored in special education, that is why most of the kids we gets have an

IEP, low in reading, and or have a disability.

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

What modifications, accommodations, and/or inclusion techniques were observed? >>>

- Everyone in the classroom participates verbally and or physically. The kids will put a

thumbs up and or do silent cheers. Most of the time, they raised their hands when

wanting to talk. Some students were taken out of class to get extra help with reading.

The student who is hard of hearing was able to do the lessons with everyone else using

the program smarty ants.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution

of power, tone, frequency and reinforcements. >>>

- She keeps a very positive tone towards her students. She likes to have her students think for

themselves, before telling them directly. She will always tell her students good job/something

positive to congratulate them. She gives them class money for completing certain

things/assignments and for good behavior. She always tries to keep her students on task, and

motivating them with a positive outcome for doing so.

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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? >>>

- Always new she wanted to teach, grew up in a church, helped older sister since she is

mentally handicapped, passion for helping kids/patience

Interview Question 2: What are the main challenges you face as a teacher? >>>

- Time, expectations, educator and a lot of paperwork, try not to take work home, teacher

burn out

Interview Question 3: What is the best part of being a teacher? >>>

- Time off, flexibility, every year is a fresh start,

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

- Allow students to change groups, change seats every month, change arrangement as

well, give them stipulations

Interview Question 5: How do you determine the members of any flexible groups? >>>

- Skills based, flexible based, no set groups, reading determined from MAPS score

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?

>>>

- Spelling, math, reading tests

Interview Question 7: What requirements are placed on you for reporting progress to

parents? >>>

- Grades to be updated regularly, parent conferences, sent out emails if child has a low

reading level
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Interview Question 8: How often do you interact with a student’s parents in person, and what

type of discussions do you typically have? >>>

- Not much in person, parent pick up, parents not really allowed on campus, just class

check ins/behavior

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>

- Personal goal: have one assignment for each subject put in for the week

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>

- An hour or two for each day (new teacher), takes her two to three hours

Interview Question 11: What procedures or strategies do you use to maximize instructional

time? >>>

- Kegin, don’t change conversation level, partner work, team points

Interview Question 12: What positive reinforcement programs have you had success with,

and what behavioral consequences seem most effective with this age group? >>>

- No behavior management besides team points and school’s raptor rewards, thinks

warning system gives kids a reason to get warnings, love and logic program, start

everything fresh

Interview Question 13: How are specialist teachers involved in the instructional planning

process? >>>

- Not at this school, doesn’t feel like they have time with each other

Interview Question 14: How often are you evaluated, and what measurement tool is used by

the administration for determining your teaching performance? >>>

- Suppose to be observed 3 times a year, NEPF framework, one is planned but most are

pop ins.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>

- Observe more often to look for improvement

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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?

>>>

- No money from district, parents provide supplies for students, sometimes they give

money allowances

Interview Question 17: What surprised you most about teaching as a profession? >>>

- Inconsistency between schools, schools can run differently, very eye opening

(teams, expectations)

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.

The student I observed was a boy named Taylor. The students were showing each other their

sentences used with this week’s vocabulary words on whiteboards. The students had to find a

“triangle” group, a group with three people facing each other like a triangle. I noticed that he

was very off topic and unprepared. It took him a while to find his marker and to get with a

group. He would constantly draw on the white board and play around with his fingers. It did

take him a while to come up with sentences as well. Ms. Philips would constantly remind him

to get his things and to find a group. Once they were on their third vocabulary word, he was

getting better with the activity, which is good. I think since he does read below low level, it is

kind of hard for him to stay on task. It is good that he tries his best to get the work done still.

>>>
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ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour

Field Observation Placement.

>>> On the first day I went, it was on a Friday. The students were mainly just catching up on

work that they needed to finish. Ms. Philips calls every Friday their pay day. She pays the kids

fake money for completing certain things and for doing their class jobs. She also goes through

the kids “dog tag” vocabulary words. It seems like most of the kids have their daily routine

down. The intervention/extension “period” was something new to me that I found interesting.

During that period, all the third graders who are reading below grade level are in her classroom

for about an hour. When I was there, they were focusing on first grade vocabulary words. I left

during the transition period.

The next day that I came was the following Friday. On this day they did a lot more things. The

first thing that they did was write sentences using vocabulary words. The activity went

smoothly, but one of her students decided to not participate in the activity, which made the

groups an odd number. The second lesson that was done was opinion sentences. The kids

would find a partner and give their opinion towards the question on the board. Ms. Philips

would ask the students what their sentence starters will be and then have them answer the

question using the sentence starters. The kids then buddy read and two other assignments. It

was also binder check day today. Kids who scored low on the previous quiz retook the quiz.

She also gave out a scoring packet for the students to do about themselves, that she will show

the parents during conference week. I noticed today a lot of students were in and out of the

bathroom during reading time. I think it is because it was a rainy day. The day then went on

like it did last Friday, with the pay day, dog tags, specials, and the intervention/extension
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period. During her prep period, we had a talk about the special education kids that she has in

her class. I stayed a little longer than I did previously and I was able to see a math lesson. The

kids had a review about the factors of 0 and 1. She uses a solve and share program for the

math word problems. The kids then solve the problem on their own in their math book. They

then went back to the middle to solve the problem together. She always plays a video that a

visual of the math lesson. The kids also did a game using the program booklet. It is kind of like

kahoot. I left at the end of the math “period”.

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 cap stone 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 203 intro to special education

CSN Professor: >>> Dr. Warby

CSN Professor’s phone: >>> n/a

CSN Professor’s email: >>> dale.warby@csn.edu

Student’s name: >>> Elle galvez

Student’s email: >>> 5007552883@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.

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TIME LOG - CSN Field Observations

CSN Student: >>> Elle Galvez

CSN Instructor: >>> Dr. Warby

CCSD School Assigned: >>> Lucille s rogers elementary school

CCSD Cooperating Teacher: >>> Mrs. Philips

CCSD Grade/Department: >>> 3rd

CCSD School Principal: >>> Jennifer Hamby

CCSD School Phone & Fax: (702) 799-6870 (702) 799-2222

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

10/01/2021 9 am 1 pm

TOTAL HOURS:

Cooperating Teacher Signature: _______________________________ Date: ___________________

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

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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 21