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: Jeyson Canela Lopez

Your Email: 5003573349@student.csn.edu

CSN Course: EDU 202 Introduction to Secondary Education

Professor: Connie Christensen

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

CCSD School: Valley High School

Cooperating Teacher: Eden Galido [Valley HS]

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.

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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 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
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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.

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.

INSTRUCTIONS FOR COMPLETING THE FIELD OBSERVATION PACKET ASSIGNMENT

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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.
• Do not include assignment instructions or questions. Just the assignment number and name.
• Include the question number, along with your response as a short essay following the 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:

• All observation assignments

• Time Log verifying hours spent within virtual meetings

• The Cooperating Teacher Evaluation

FIELD OBSERVATION ASSIGNMENTS.

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. >>>
My first impressions of the classroom environment is that it is warm and inviting. The teacher greets the students
as they arrive. It is also really well organized. All the school supplies are neatly arranged in their proper areas.

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 class is pretty evenly divided between boys and girls. There are only slightly more girls than boys. Most of
the students are of a minority (Hispanic, Black, or Asian). Only a few students appear to be caucasian. In the
periods that I observed, there were some ELL students, but no students with disabilities.

Observation 3: What are the posted class rules in the room? (exactly as written) >>>
She doesn't have any “specific” class rules, she just enforces the standard rules of a classroom. Some of the
posted rules are: “Do your own work”, “Be respectful to fellow students and to the teacher”, and “Don’t use your
phone, unless the teacher permits you to.” When I ask her why she chose these rules, Ms. Galido responded that
she finds that these class rules are generally enough to keep her classes in control and running smoothly.
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Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>>
Yes, the teacher does enforce these posted rules. There aren’t really any rewards for being compliant, other than
getting a good citizenship grade. However, there are definitely consequences for being non-compliant. This
includes detention, a phone call home, or being sent to another classroom (depending on the severity and
frequency of the misbehavior).

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

>>>INSERT YOUR DRAWING HERE<<<

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>>
Yes, the space is used efficiently. The walls are covered with an appropriate amount of helpful posters. The
desks and chairs are arranged neatly. The school supplies are laid out where they can easily be seen and
obtained.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>>
Some of the boxes that were on a table could be moved to a less obtrusive area. Also, the desks could maybe
be changed to a different type (preferably wooden). Other than that, the classroom is pretty much as good as it
could possibly be.

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? >>>
My teacher has six classes. Her class times are 8:05-9:05 a.m. (second period), 9:10-10:00 a.m. (third period),
10:05-10:55 a.m. (fourth period), 11:30 a.m.-12:20 p.m. (fifth period), 12:25-1:15 p.m. (sixth period), and
1:20-2:12 p.m. (seventh period). She also has a prep period from 7:10-8:00 am. All but one of her classes
(seventh period) are in person. Seventh period is her only class that is done virtually.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>>
Instruction is done both individually and as a whole class. The teacher has the students work individually for a bit
of time, and then she explains the classwork to the whole class. It doesn’t appear that she does instruction in
small groups. Most of the time, students are either working in a whole class format or individually.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>
My cooperating teacher's teaching style is geared towards direct instruction. She usually teaches to the whole
class, explaining the steps of the math problem given. Ms. Galido also makes use of an inquiry based approach.
She asks the students questions relating to the problems, asking them to guide her through the process of
problem solving. Ms. Galido requires students to show understanding of the procedures and concepts this way.
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Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>
Yes, the teacher does incorporate the sensory modalities (learning styles). These are:

Visual: The teacher writes the math concepts on the whiteboard and gives examples of the problems on the
smartboard.

Auditory: The teacher explains the math concepts verbally and asks the students questions relating to the
problem at hand.

Kinesthetic: The teacher sometimes calls students to solve math problems on the whiteboard.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>>
Kind of: Some of the students do seem like they are engaged in the lesson and are answering questions.
However, others don't seem engaged in the lesson and are instead just remaining quiet or dozing off. I would say
that around a third of the class was actively engaged in the lesson, while the rest were not.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
No, it doesn’t appear that there are any students that are isolated from the rest of the class. All of the students
are together at different tables. Some of the tables are more filled up than others, though I think this is just
because there aren’t enough students to evenly fill them up.

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

Overall, I do think that instructional time is managed efficiently. The teacher usually has enough time to get
through all the lessons. There was rarely a time where I felt that the class moved at too slow or too fast of a
rate.Students were given ample time to take notes, and complete problems independently. Usually, they would
spent at least 15 minutes to do their work.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>>
The cooperating teacher handles transitions from one period to another pretty efficiently. Whenever the class is
about to end, she lets the class know. Students are given one minute to back up their bags. Once the bell rings,
she dismisses the class, and the students leave.

Instruction Question 9: List ways that the teacher attempts any “attention-getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? >>>
Some ways that the teacher attempts to get student’s attention includes: tapping on the board, shouting
“alright.” These techniques seem to be pretty effective. Most of the time the students cooperate and become
quiet when she does these “attention-getting” commands.

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. >>>
Specific behavior issues that the teacher has to deal with are students refusing to follow her
directions/instructions, some students having an attitude and talking back, and some students not paying
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attention to the class. The teacher deals with these behavior issues by talking sternly to the students. If they
continue to act up, then she sends them to another classroom, or calls their 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 the use of instructional time. >>>
Dividing the class into different time segments (10 minutes: bellwork, 15 minutes: lessons, 15-20 minutes:
students work on their own, 5-10 minutes: exit ticket) helps instructional time. This procedure helps ensure
that the class is able to get through as much material as possible. It also helps ensure that the class is running
smoothly and efficiently. I coud not find any procedures that work to hinder the amount of instructional time.

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 Valley High School building is in pretty good shape, considering that the school is over 50 years old
(created in 1965). Some of the parking lot is cracked but is still drivable. There are several trees
surrounding the school. These create a warm, welcoming environment. There is a metal fence in front of
the school. There are also several traffic signs (including stop signs) on the way to the school. These
things help to ensure that the students and staff remain safe both when entering and exiting the campus.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>>
Most of Valley High School is contained in one big building. There are only a few portables around the
school. The main building is quite large, with the floor being covered in white tile. The halls are white and
decently sized, with a sizable amount of space to walk through. The lighting is pretty good with the
classrooms being bright and easy to see in. The doors are brown, wooden, and have a metal handle.
There are no windows in the classrooms.

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 school's mission statement is, “Ensuring a better world through academic excellence and a global
vision.” The mission statement is also translated into French and Spanish which say, “Assurer un monde
meilleur grâce à l'excellence académique et une vision globale du monde.” (French), “Garantizar un
mundo mejor a través de la excelencia académica y una visión global.” (Spanish). The school’s motto is,
“Be Successful, Responsible, and Ready to Succeed.” The school’s mascot is a Viking.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>>
The staff interacts positively and effectively with visitors in the main office. The staff greets the visitors
and asks them what they could help them with. Student and faculty interactions in other areas of the
school are also generally positive.

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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? >>>
The school uses inclusion for special education students. For students with individualized education
programs, the teacher makes accommodations in the class. Some accommodations that my
cooperating teacher mentioned include longer time for assessments, allowing students to use their notes
on assessments, and in some cases modified assessments. The school prefers inclusion rather than
pull-out, as it finds it to be more effective.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>>
One place the students gather is in the cafeteria. The most frequent time students gather in the cafeteria
is at breakfast and lunch. Another place that students gather is the library. They usually gather at this
place during breakfast and lunch. One more place students gather is just outside the main building.
Students usually gather here before and after school.

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. >>>
Some school traditions include taking pictures of the school and students and uploading them to the
school website. Some extracurricular sports are boys and girls soccer, basketball, and volleyball. Some
extracurricular clubs are art, bible, and key. Some extracurricular activities are ballet folklórico, band, and
the school newspaper. Valley prides itself in having four magnet programs (AOHT, Army JROTC, IB, and
MSTEM).

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’s expectations for learning and success are for students to pay attention to the lessons, and
for them to get a good a good grade in the class (perferly an A or a B). The teacher mostly has positive
interactions with the students. However, she sometimes has to talk more sternly with students who are
misbehaving or are not doing their work. Her personality is “neutral.” She doesn’t really express
friendliness, but she is also not overtly mean or disrespectful.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>>
It seems that only a few students participate in the class. They vary from being mostly boys or girls
(depending on the period). Most students remain quiet or are distracted from doing their work. The
teacher asks the students if they get the concepts, she also pressures students to do their work, by
reminding them they could fail if they have a low grade.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>>
The interactions between teachers and students are generally positive. The teacher maintains control of
the classroom and uses an assertive tone. The students on the whole listen to the teacher and follow her
directions.

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.
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Interview Question 1: What was the primary reason you became a teacher? >>>
“The primary reason that I became a teacher is that it is very easy to get a job.”

Interview Question 2: What are the main challenges you face as a teacher? >>>
“The main challenges I faced as a teacher were adjusting to the students' behavioral differences between the
Philippines and the United States.”

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

“The best part of being a teacher is the love and respect from the students. Another great thing about being a
teacher is the experience of seeing how students improve throughout the year.”

Interview Question 4: How do you determine where students sit in class? >>>
“I determine where students sit in class by making a seating plan. I make the seating plan after the students
choose what seats they want.”

Interview Question 5: How do you determine the members of any flexible groups? >>>
“I determine the members of any flexible group by assigning Pre-tests. This helps me to see the academic
readiness of the students.”

Interview Question 6: What assessments do you use regularly? >>>

“Assessments that I use regularly are Formative (class assignments, bellwork, exit ticket) and Summative (tests
and quizzes).”

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>
“Requirements that are placed on me for reporting progress to parents are to email parents about students'
behavior. I first mention positive aspects, and then I mention any problems that student is having.”

Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have? >>>
“I usually interact with a student's parents in person once a week. The discussions that I typically have are about
students who are in danger of falling.”

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>
“I usually complete grading formative assessments in two weeks, and summative assessments in a month.”

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>
“It takes around one week to prepare lessons for the day/week. This is one week in advance of when the lessons
are taught.”

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>
“Procedures or strategies that I use to maximize instructional time is to divide the class into well formatted
increments:
10 minutes: bellwork
15 minutes: lessons
15-20 minutes: student work on their own
5-10: exit ticket”

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Interview Question 12: What positive reinforcement strategies have you successfully used, and what behavioral
consequences seem most effective with this age group? >>>
“Positive reinforcement strategies that I have successfully used are retests, which give incentives for students to
do their work. Behavioral consequences that seem the most effective with this age group are setting the tone for
the class.”

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
“Specialist teachers are involved in the instructional planning process by the use of PLC: Professional Learning
Committee. This allows teachers to collaborate on work and lesson planning.”

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>>
“I am evaluated just once a school year, as old teachers are given only one formal evaluation. However, this is
different for new teachers. They are given walkthroughs, as well as a formal evaluation.”

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>
“In the state of Nevada, I am not really sure of the consequences if your evaluation is not favorable. I only know
the consequences if your evaluation is not favorable, in the state of Louisiana (which is where I previously
taught).”

Interview Question 16: What surprised you most about teaching as a profession? >>>
“The thing that surprised me the most about teaching was when I raised the score of a failing student.”

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 lesson that was being taught was solving problems relating to parallel and perpendicular lines. The student
that I observed was sitting at an empty table, as the students who would normally sit around her were absent.
She was partially on task and engaging in the lesson. For some parts of the lesson, she was doing her work and
paying attention to the teacher. However, at other times, she seemed to be distracted and looking at her phone
and staring into space. Putting myself in a lesson from the student’s point of view made me realize just how
much a student’s behavior relating to a lesson can change. For example, I observed other students who were
playing computer games while the teacher was far away, but as soon as the teacher approached them, they
quickly switched tabs to the assignment.

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

>>>
My entire 10 hour Field Observation Placement was pretty good. I was able to get plenty of experience with how
the classroom runs. I was also able to see how the students interacted with the teacher and how they engaged in
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the class. For the most part, the way the teacher runs her class was what I expected. However, some things that
she did were surprising to me. This includes the way she structures her class time and how she manages to
keep six classes under control. Student interactions and behaviors were pretty much what I have seen in my own
academic life. Some students were paying attention to the class and doing their work. While others were
misbehaving and not doing their work. While this Field Observation may have been time-consuming, I definitely
think it was worth it, due to the amount of information that I learned/observed.

Before final grading for EDU 202 can occur, the CSN student must submit to the CSN instructor:
● Their completed Field Observation Activities Packet.
● Time Log.
● Student Evaluation.
● The student must also provide the CCSD cooperating teacher with the email of their CSN professor and
contact information.
● And the CSN professor must receive an email from the cooperating teacher as validation that the
student successfully 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.

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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 202 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 the validation email so students know the confirmation has been sent.
● The student WILL NOT receive a final grade in the course until the email is received from you.

CSN Course # & name: EDU 202 Introduction to Secondary Education

CSN Professor: Connie Christensen

CSN Professor’s phone: 702-651-4803

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

Student’s name:

Student’s email:

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:

CSN Instructor: Connie Christensen: connie.christensen@csn.edu

CCSD School Assigned: >>>

CCSD Cooperating Teacher: >>>

CCSD Grade/Department: >>>

CCSD School Principal: >>>

CCSD School Phone & Fax: (702) >>> (702) >>>

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

TOTAL HOURS:

Cooperating Teacher Signature: _______________________________ Date: ___________________

CSN Field Observation Packet © CSN Education Department 2017 Page 15

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. 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 16