CSN Education Department - Alternative Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201, 202, or 203 is the opportunity you’ll have to
observe in a school classroom where students are actively engaged in learning. Each of these
three CSN courses require students to complete a 10 hour "Field Observation" in a Clark
County public school. If CDC Guidelines for Covid-19 prevent you from physically attending a
school campus during the current semester, this packet will offer the alternative experiences
required to satisfy your “Field Observation” requirements for this class virtually.

If possible to pair you with a cooperating CCSD teacher, your placement will be processed by
CSN’s observation coordinator, and you will receive details regarding your assigned school from
your CSN professor. Only then, will you contact the school and meet virtually with your assigned
CCSD “cooperating teacher”. Both you and your cooperating teacher will design a mutually
agreeable schedule to complete your required contact hours once you meet for the first time.

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

Your Name: Karina Martinez

CSN Course: EDU 201-1005

Professor: Jacqueline Sgobba

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

CCSD School: Edith Garehime Elementary School

Cooperating Teacher:
DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES
Standards of Conduct
You are student representatives of the CSN Education Department and the teaching profession.
Candidates are expected to maintain high standards of personal and professional ethics.

Attendance and Punctuality

Regular attendance and punctuality are mandatory. Once you determine a schedule with your
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You
are expected to login and log-off to virtual meetings at the scheduled time. In case of illness or
emergency that would prevent you from joining a scheduled class virtually, you must contact the
cooperating teacher a minimum of 3 days in advance to let them know you will not be in
attendance on that day.

Relationships
You should exercise respectful discretion when voicing your personal views. It is important that
your demeanor and opinions remain confidential. Under no circumstances can information
about any students be released to, or discussed with, any unauthorized person. It is forbidden to
have any contact with students outside of the classroom you are assigned. This restriction
includes CSN students contacting CCSD students in person, through any electronic means, or
through the use of social media.

Dress Code
CSN Department of Education wants you to be a success. Therefore we have adopted the
CCSD dress code for students fulfilling their observation requirement in the assigned school
district. Appearance creates credibility; make a good first impression by dressing professionally,
even when meeting virtually.

Required Acceptable Attire: Males:

• Shirts with collars
• Ties (optional) with button down shirts
• Khakis, trousers, slacks; belts if pants have loops, (no sagging, rips or tears)
• Simple jewelry
• Shoes and socks that cover the toes and heels
Required Acceptable Attire:Females:
• Shirts or blouses that cover the shoulders & waist; no see-through or mesh
• Sweaters worn over shirt
• Pants, pantsuits, khakis, trousers, slacks (no sagging, rips or tears)
• Jumpers, dresses, skirts (in length from 2" above the knee to the ankle)
• Shoes and socks that cover the toes and heels
• Leggings worn under dresses/skirts/jumpers
• Simple jewelry or none
• Little (daytime) make-up
Not Acceptable Attire: jeans, shorts, tank tops, halter tops, muscle T-shirts, tight fitting
clothing, warm-ups, sandals, flip flops, stilettos; no cleavage showing, no sagging or frayed
hems; no head covering except for religious reasons, such as a yarmulke or turban-like. No
nontraditional hair colors/styles. Undergarments and tattoos should be covered. Remove facial
jewelry. *School principal/supervisor has the sole discretion on questionable clothing or
appearance that distracts from student learning.

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

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

CCSD WAIVERS
Review the terms of the CCSD Waiver Forms provided by your instructor.
“Student Statement of Responsibility” (Exhibit B)
“Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to in order to secure your observation placement.
While submitting your Field Observation Request, you will be prompted to check that you have
read the waivers and that you agree to the terms. Completion of the CSN Field Observation is a
PASS/FAIL component of the course.

ONCE YOU ARE ASSIGNED A COOPERATING TEACHER WHO IS DISTANCE LEARNING

1. Pre-plan for initial contact with the school you are assigned and make sure that all interaction
with CCSD employees and students is respectful, courteous, and professional. You are a
representative of this class and the college. CCSD is allowing you to observe their teachers to
further your understanding of the teaching profession. It is imperative that your actions reflect a
willingness to learn, and are reflective of a future professional educator. The school will select a
teacher for you to observe and provide you with their contact information.

2. The first half of your field observation/experience will be centered around learning
background information about the school you were assigned, and focusing on the general and
unique characteristics of its culture. You will be looking at, and reflecting upon things that are
going on in the virtual classroom at the school level that you were assigned. You are simply
observing during this time. Your cooperating teacher may give you guidance on how your
experience can be expanded beyond simple observations, if he/she feels comfortable with your
professionalism and skills.
3. Contact your Cooperating Teacher to introduce yourself. Since this is your first contact, ask
the teacher for the necessary information to access their virtual classroom, and when the live
sessions occur that they would prefer you to join. Share this “Field Observation Activities
Packet”, with your cooperating teacher as well as the last 3 pages which contain the
“Cooperating Teacher Information”, the “Time Log” and the “Field Observation Student
Evaluation”. Let the teacher know that you will be taking notes during the observation for your
packet assignments, that you will be asking them to verify your hours of attendance, and
evaluate your participation once the total observation hours are complete.

4. When logging in with your cooperating teacher and their students during a virtual meeting, it
is recommended that you keep both your microphone and video camera OFF during the
observation, unless the cooperating teacher directs you to speak or be seen while observing. In
that case, make sure your home workspace is void of background distractions, or anything in
view that may be considered inappropriate for students to see. Your online attire should be the
same as if you were visiting the school in person. Employ the use of typical lighting and image
framing to make the most of your broadcast. The typical “Rule of Thirds” works well, whereby
the camera height is adjusted so that your eyes are positioned in the top third of the window.
Front lit subjects look better on screen than being backlit by a window or artificial light.

THE FIELD OBSERVATION PACKET ASSIGNMENT DIRECTIONS

Read through all the assignments and take notes during your observation visits. You will gather
information on more than one assignment during an observation. Then, using your notes
answer the questions for each assignment.

• All assignments must be word processed. Your detailed responses to assignment questions
must demonstrate careful analysis of the questions and the observation information.

• Questions and their responses must include thorough explanations and examples from the
classroom observation. All responses must be written as complete sentences.

Include the question number, along with your response as a short essay response as in this
sample below:

Assignment #2 - Question 1: What is your first impression of the classroom

environment?
Response: “The classroom environment is friendly and welcoming to the students and
seems a fun place to learn. The classroom is decorated with the students’ work,
interesting posters and the teacher shows respect to the students.”

When it is time to submit the Field Observation Packet for grading, these items must be
included:
• The cover page of the Field Observation Packet

• All observation assignments

• Time Log verifying hours spent within virtual meetings

• The Cooperating Teacher Evaluation

THE FIELD OBSERVATION ASSIGNMENTS: Cooperating Teacher assigned to CSN student

ASSIGNMENT #1 (Culture): Using the questions below, carefully observe and evaluate the
culture of the school. School culture refers to the way teachers and other staff members work
together and the set of beliefs, values, and assumptions they share. A positive school climate
and school culture promote students' ability to learn. Remember you are evaluating the school
for its educational culture, place of learning, sense of safety, invitation for learning, promotion of
self-actualization, development of values and socialization. Use online resources such as your
assigned school’s CCSD webpage, http://nevadareportcard.nv.gov/di/,
https://www.publicschoolreview.com, and https://www.greatschools.org/nevada/las-vegas/ to
answer the following questions.

Physical Characteristics: Look at a picture(s) of the school to determine atmosphere, comfort,

and feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping,

trees, parking lot, crosswalks, gates, signs and symbols. Describe in detail.

 Being involved in a virtual field observation, I was unfortunately unable to visit the actual
campus as they were not in session in person, but from looking at the pictures that were
online, the school property seemed to be well put together. The building resembles the
elementary public schools that are scattered around the Clark County School District.
The grounds and landscaping are well maintained by the staff and students as the
campus appeared clean. There does not seem to be any fencing that are visible within
the photos that are displayed online, but from what I can see, there were gates around
the school in order to enforce security. There are bushes and trees around the lot and it
does seem to make the campus more inviting. The parking lot is an average size and the
crosswalks/signs/symbols are all up to code for an elementary school in the Clark
County School District.

2. Next, (if available) study the interior of the school: halls, floor coverings, lighting,
doors, windows, hall colors and decorations and entrance security. Explain in detail.

 From what I saw with the pictures posted on the internet, the indoors is very welcoming.
The hallways seem to be plastered with board full of the students art/school work which
is so nice to see as these students are so extremely bright! Unfortunately, I was unable
to study the rest of the interior as this year was virtual and the pictures online do not
depict the floor coverings, lighting, doors, windows, and hall colors.

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

1: What are your first impressions of the school? Enrollment, graduation rate, proficiency
rates, student/teacher ratio etc.
 I visited the school website, and my first impressions were “I would definitely send my
child to school here.” There are pictures of the staff located on the home page of the
website, and they all look so pleased and happy, as do the students. The website
seemed to be very informative, especially for the parents that are at home trying to hang
in there and teach their children due to the COVID-19 pandemic. The graduation rate
seems to be high, as well as the proficiency rates. From my observation of the class that
I observed, the student teacher ratio was about 30 students to 1 teacher which is
sometimes not as good, but with virtual learning, the students are able to split up into
smaller groups and get more one on one time with the teachers.

2: Please describe the student make-up of the school, including gender, ethnicity,
students with disabilities, ELL students, and any other attributes that are important to
note you found.

 The student make-up is very diverse. I would say that the gender ratio is pretty much
half and half, but I will say that the girls are more interactive with the teacher when they
are teaching a lesson. As far as the students with disabilities and ELL, within the class
that I had the pleasure of observing, these students were not present.

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

 The schools mission statement is: The citizens of Garehime Heights are committed to
maximizing student achievement by doing their “Personal Best” so that students become
responsible, contributing members of society. This means that the administration
expects the best from the students as they hold them to a high standard and they seem
to set personal goals for each student. They also teach them to be a hardworking citizen
of America.

4. Examine school traditions, achievements and awards; community recognition or

community partners; extracurricular activities/clubs and athletics. Look for and
document sources of community pride and sense of identity through ceremonies,
assemblies, trophies, and artifacts.

 There are a bunch of school traditions that the school does such as bakes sales,
fundraisers, and fall/spring shows for the parents. They also celebrate muffins with mom
and donuts with dad. Although due to the pandemic, these events have been postponed
until further notice. This is actually harmful to the school and the fundraisers help with
the schools rainy day funds. It is unfortunate that I did not get to see their achievements
in person as I’m sure they have a ton displayed.

5. Briefly describe three other pieces of information that can be found on your assigned
school’s website.
  Pieces of information that can be found on the schools website are a calendar of
important events, a school lunch menu, and an introduction to the staff.

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

1. What are the teacher’s expectations for learning and success?

 The teachers expectation are for the students to try their best and to strive to achieve
their goals. The teachers want their students to be the sponges they are and soak up all
the knowledge that is thrown out by the teachers. Success comes from hard work.

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

 Virtual learning has been a bit difficult for my cooperating teacher as the student
participation has never been lower. I noticed that about 6 of the 30 students continuously
switch off on their participation. The children are not forced to turn their cameras on, so
in all honesty, they can be doing whatever they wanted because as long as they are
present, the receive the attendance points. My teacher mentioned to me that she has a
student that she has reached out to several times and him and his family had bluntly told
her that they will not be attending her lectures simply because they did not want to. She
doesn’t give up, though! She hopes that one day he will hop on and participate.

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

distribution of power, teacher personality.

 I absolutely love the cooperating teacher that I was assigned. She is such a loving
person especially to her students. She strives for the success and when a student
doesn’t understand a topic or subject, she asks them to walk her through it and I loved
seeing/hearing the lightbulb pop up. Her lesson plans were extremely cohesive and she
explained everything in a matter of relations to the real world. She had such a bubbly
personality and made the students feel welcome. She wasn’t just a teacher to the
students; she was a (professional) friend, and vice versa.

5. Observe student-to-student interactions, inside and outside of the class. Are they
using any chat features to communicate with each other?

 The students had great rapport and actually hung out with each other outside of school.
A lot of the students were involved in sports together (outside of school, due to the
pandemic) and during the beginning of their classes, the teacher would let them share
the things they had on their mind before starting the lesson in order to get their giggles
out! They would use the chat feature on the google meet that everyone could see.
ASSIGNMENT #2 (Observations)

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

 When I first logged onto the google classroom, the students were super inviting. They
spent time asking me questions about myself and were excited that I was present in their
learning environment. The teacher and students were so welcoming that they invited me
to their “fun Friday lunch,” and we all ate lunch together. It was also very organized in
the sense that the teacher had the hang of switching back and forth from screen to
screen depending on what she was teaching, and the students already knew what to do
as it was pretty far in the year for virtual learning.

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.

 This question was answered above in Assignment #1.

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

 There were not posted class rules or course expectation when I was observing the class.

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

consequences are used for compliance or noncompliance?

 There did not seem to be any rules/expectations that were enforced. These kinds of
things are a bit hard to enforce as the students do not have to turn their cameras on or
even talk to the teacher if they did not want to. It is completely different than being in
person.

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

 There was no daily/weekly schedule that was posted for the students to view that I was
aware of, besides the ones on google classroom. Google classroom has the capability to
display the assignments and their due dates for the students to see and complete on
time.

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

environment?
  Yes, the mission statement states that the children are asked to try their best and the
students that are present within the environment do try their best.

ASSIGNMENT #3 (Classroom Layout):

Take screenshots of the learning management system used by the teacher (Canvas,
Google Classroom, Seesaw etc..)

 There was no way to take a screenshot of the learning environment as it was not
permitted by CCSD.

1: Describe the workflow of the online environment. Is the space and time used
efficiently?

 The time and space is used efficiently within the online environment. I noticed that it did
take the teacher a little while to get the lesson started. This was because the students
enjoyed chit-chatting with one another, but once the lesson has begun, it was not
interrupted by the students random comments.

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

 In my opinion, the virtual arrangement of the room could be improved by more students
showing their faces and participating. In all honesty, it would make the teachers life a lot
easier. I found that she had to answer a couple of her own questions as most students
were too shy to answer for themselves.

ASSIGNMENT #4 (Instruction): Observe any instructional time with your assigned Cooperative
Teacher, and record your observations when presented with the questions below:

1: Is instruction delivered in small groups, centers, whole groups, individually?

 The majority of the lesson is taught to the whole class, then after the lesson has finished,
the teacher strategically placed the students into small groups based off of their
evaluations throughout the school year. Then, if needed, she would take a student into a
break out room and help them there.

2: Describe your cooperating teacher’s teaching style.

 The teaching style that my cooperating teacher had was very student-centered. This
means that the students took over in a sense of if they asked a question, the teacher
would have the student walk her through what they knew. When they seriously needed
help, she would obviously step in.
 3: How does the teacher incorporate the sensory modalities (learning styles)? Give
examples.

 The teacher would incorporate the sensory modalities by relating the lessons to real like
scenarios. For example, the teacher would relate their reading lessons to items they
were aware of. If vocabulary words were present and they did not know them, she would
try her best to compare them to things they were familiar with.

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

 The couple students that had their cameras on did seem engaged in the lessons, but I
will say with virtual learning, it was a bit difficult to tell if the majority of the students were
actually pay attention to the lessons. She was trying her best to involve the students and
would make the lessons fun but some students unfortunately did not want to participate
even though participation was a part of their grade.

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

 I noticed that there were 5 particular students that never said a word during the entire
lesson, or even before the lesson began. Before the lessons began, the teacher would
let the students speak with one another so she could avoid interruptions from the antsy
students, but there were 5 students that would log on but would not say a word. At this
point in the year, I feel as though she had given up trying to make those students
participate.

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

 The teacher was very understanding and would let the students make any work up. She
was lenient when it came to absences as long as the students let her know if they were
going to be absent and they were responsible enough to make their missing work up.

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

 The teacher would transition from subject to subject by having different meeting times for
each subject. She would begin the day with math at 10:20am to 11:20am. Then, they
would be able to take a small break and at 11:45am to about 12:30am, she would cover
the reading lesson. After that, she split the students into smaller groups based off of
balance. There would be breaks in between each lesson, I think this helped because it
gave the students a chance to recuperate and be completely ready for the next lesson.
Virtual learning is not only hard on the teacher, but it’s just as hard on the students as
well when it comes to holding themselves accountable on attending their classes.
 8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc.
Are they effective?

 For most of the lessons, they students were asked to keep their mic’s off (on mute). This
helped with distractions around the house and was easier to handle 30 students online
all at once. She wouldn’t necessarily use commands with virtual learning.

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

 The worst issues that the teacher had to deal with while on virtual learning had to do with
lack of participation from the students. The teacher did mention, during the interview that
I had with her though, that she had a bit of trouble with appropriateness. Some students
would be caught saying inappropriate comments and she would have to address those
comments right then and there. It is difficult because home and school are two different
environments, but when a student brings them together, it can be hard for them to turn
that “I’m home” switch off.

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

 The policies that help instructional time during the virtual learning sessions are definitely
the “raising hand” button on google meet. This helps the teacher organize the order of
how she will answer the questions without interrupting the actual lesson until she is
ready for questions.

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

classroom during direct instruction.

1: What drove you to choose this student?

 The thing that drove me to specifically observe the student, Lilliana, was because she
was one of the ones that actually had her camera on for the whole lesson. This caught
my eye because it was nice to see that there was a student that actually cared during
times like these.

2: Explain what the student did during the observation.

 Like said above, this student was very involved within the lessons. The first observation I
did with this class happened to be on a day that the students were taking a math test.
She was one of the last students to finish. This told me that she took the time to look
over her answers while taking her time and actually thinking of the problems that were
presented on the test.
 3. Summarize the lesson given and the student’s responses to the lesson.

 One of the lessons given to Lilliana was a breakout room that I was separated into with
her and a couple of other students. The students were given a reading passage to read
and a worksheet to fill out together on an application/website called “jamboard.” This
allowed them to edit the worksheet together. Lilliana took lead in this lesson and helped
the students answer the questions and put their thinking caps on. I was observing from
afar, but they still knew I was there and I think this made them want to impress the
outsider so they worked together to answer the questions.

4. Make sure to document ALL behavior in relationship to what was being presented by
the classroom teacher.

6. Please describe what you discovered about the student’s learning styles,
involvement in class, and his/her educational needs.

 The

ASSIGNMENT #6 (Cooperating Teacher Interview): Arrange for a convenient time to

interview your cooperating teacher either on the phone or by video conference. Ask the
questions below. Include any school document, handouts, etc. the teacher provides..

1: What was the primary reason you became a teacher?

 “I love working with kids, . I was a TA in middle school and went to my own 2nd grade
school and observed. I love engagement from the students. I love making it fun.”

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

 “There is always a never ending list of things to do. Whether it’s the students or turning
my brain off from school. It gets difficult to have me time. But I always do the best I can
with what I am given.”

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

 “The best part has to be getting those exciting reactions from a student. It is so amazing
seeing their faces light up when they get a question right!”

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

 “It’s like a maze, or a labyrinth if you will. I usually just put names on sticky notes and
play Tetris. I move throughout the year where needed.”

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

 “Personality plays a huge role. One thing I learned is that you never put your highest
ranking students with your lowest ranking students.”

6: How often do you interact with parents in person? What are the main reasons for
interactions with parents?
 “During pick-up time is where it is the easiest for me to communicate face to face with
the parents. I try to do at least monthly interactions. I also write letters/cards to the
parents and have the students take them home with them. The main reason to have
interactions with the parents for me is to discuss the child’s progress. Getting to know
the parents is a bonus!”

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

 “Not a ton- I try not to grade everything I give out to them. I have a planner and I star the
things I am grading. With virtual learning though, a lot of things are graded automatically.
I have found that it’s easier to give them an assignment on google as they are more
likely to complete it.”

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

 “I usually do it the week before and upload a week before as well. The assignments are
locked until it is time to do them, though.”

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

 “Definitely no busy work! If there is no purpose, there is no point. Have a good plan and
structure. I usually like to turn everything into a game as it makes the students believe
that its free time when it’s really an assignment.”

10: What positive reinforcements have you used successfully? What behavioral
consequences seem most effective with this age group?
 “I use a thing that I call the classroom economy. This is where the students take real life
scenarios and implement into the classroom. They get ‘paid’ for their hard work. I give
 them points or fake money and they can use it to shop around the classroom. They also
have to pay rent which was $5 a month. Some examples of getting paid for doing
something good are reading to a kindergarten class. The students would receive $25 in
fake money. The behavioral consequences consist of ‘adult’ conversations. These
students have the maturity to know what is right from wrong, so I give them critical
thinking behavioral consequences.”

11: How are specialist teachers involved in your instructional planning and process?
 “They actually are not involved. The only specialist that would probably do an
assignment based off of what they are learning would be library.”

12: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
 “CCSD uses NEPF. Us teachers have to meet the goals of NEPF. I will say that at least
one to three times a year we are observed, but it really depends on the administration. I
actually have my principals student in my class, so I feel as though I am evaluated more
often than other teachers as he tends to pop his head in often when his son is present
for class.”

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

 “it is a four point scale. You are able to negotiate with them. If you receive a 2 out of 4,
you have time to fix it. In all honesty, it is very hard to get fired within the district.”

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

 “How much ‘flack’ it gets. It unfortunately is not a respected profession and teachers are
often referred to as babysitters which is extremely insulting!”

15: What drives their lesson plans? What standards do teachers use during lesson
planning?
 “The standards that have to be met drive my lesson planning. Depending on the grade
and what your class lacks in or need. Common core now plays a humongous roll in our
lesson planning and is the majority of what I use. I also use blue print standards. SBACK
as well.”
 16: If they are teaching at a Nevada Charter school, are there lessons prescribed from
core standards or from other resources?
 They are not teaching in a Nevada Charter School.

17. How do you accommodate ELL, GATE, General Ed and Special Education
students?
 “I was actually involved in ALM which stands for accelerated learning model. This is
where a group of teachers evaluated students before they advanced to the next grade
level. The GATE teacher helped me teach ALM classes and I was able to challenge my
students. 2 years ago, I taught special education and I believe that the students are fully
capable of completing assignments based on their grades. I did not over-help or over-
accommodate these students.”

ASSIGNMENT #7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour
Field Observation. What did you observe, learn, realize about teachers, students, instruction,
the school environment? How has this observation better prepared you to understand the
teaching profession? How does the observation relate to the text information and class
activities? What specific ideas on teaching will you remember to include in your classroom?
_____________________________________________________________________

Remember that before receiving the final grade for this EDU course, the CSN student must
submit the completed Cover Page, Field Observation Activities, Time Log, and Student
Evaluation to the CSN instructor for grading.

The cooperating teacher must also email the instructor to confirm the successful completion of
the observation. The student is required to provide the CCSD cooperating teacher with their
CSN professor’s email, so the cooperating teacher can send an email to verify that the student
has successfully completed the 10 hours of observation. The instructor’s email must be
provided on the first page of this packet, and on the next page for the cooperating teacher.

Remember that completion of the Field Observation is a PASS/FAIL component of the course.
Students must save this completed packet in digital form, and as a hard copy for the Education
Department’s capstone course, (EDU 299) Education Portfolio or (EDU 220) Educational
Psychology
COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS - VIRTUAL

Dear Cooperating Teacher,

Thank you for assisting in the preparation of a new generation of Nevada teachers. Our
education majors are required to complete 10 field observation hours in: EDU 20____
Introduction to __________________ Education

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

We are hopeful that the information we have enclosed with this letter, which has been approved
by the Nevada College Consortium, will help you with a clear sense of how this field experience
works. When the student has completed his/her required 10 observation hours, please complete
and sign the “FIELD OBSERVATION TIME LOG” and “FIELD OBSERVATION STUDENT
EVALUATION” (along with the student). Then, return these two pages to the student who will
submit them to his/her professor.

For your convenience, the student has provided you with CSN contact information below.
Please contact the CSN instructor if there are any questions or concerns.

Also, before a final grade for EDU _____ can be assigned, the CSN professor MUST receive
your official email verification that the student successfully completed the 10 hour observation.
Please also “cc” the student on this email. The student WILL NOT receive a final grade in the
course until the email is received from you.

CSN Course # & name: EDU ______ Introduction to __________________ Education

CSN Professor:

CSN Professor’s phone:

CSN Professor’s email:

Student’s full 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.
TIME LOG - CSN Field Observations - VIRTUAL MEETINGS

CSN Student:

CSN Instructor:

CCSD School Assigned:

CCSD Cooperating Teacher:

CCSD Grade/Department:

CCSD School Principal:

CCSD School Phone: (702)

Date Log On Log Off Hours

10

Total Hours

CCSD Teacher Signature: _________________________ Date: ___________________

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

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

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

_____ Professional appearance, adherence to CCSD dress code

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

Comments:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Cooperating Teacher’s Signature: __________________________________ Date:__________