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 require
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: >>> Nancy Osorio

CSN Course: >>> EDU 201- Intro to Elementary Education

Professor: >>> Steven J. Saladino

Professor’s email: >>> steve.saladino@csn.edu

CCSD School: >>> Lucile S. Bruner ES

Cooperating Teacher: >>> Mrs. Julie Kono

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
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. Be patient while the information
you’ll need is located by the Office Manager. The request for placement came through Interact™ from our Field
Observation Coordinator, 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.

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.

Required Acceptable Attire:

Males:
• Shirts with collars
• Ties (optional) with button down shirts
• Khakis, trousers, slacks; belts if pants have loops, (no sagging, rips or tears)
• Simple jewelry
• Shoes and socks that cover the toes and heels

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

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

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

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

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

These 2 waiver documents MUST be agreed to during the Field Observation registration process in order to
secure your placement. Completion of the Field Observation is a PASS/FAIL component of the course.
ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin your classroom
observations. Complete the questions below:

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

- The classroom is small and full of vivid colors. It is decorated with educational posters as well as a blue

theme that the teacher has created with decorations throughout the classroom. The rooms atmosphere is

friendly and inviting for the children. It is not overly decorated but has a sense of comfort that is created

by the teacher’s decorations. There is a reading section where there is a lounge area for students to

relax, other than that the space is used for materials needed for instruction. Everything seems organized

and both the teacher and students know where to find materials they may need.

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 student population of the class consists of 15 females and 9 males. A majority of the students are

Hispanic, and the rest are African American. There were no students with physical challenges present in

the classroom.

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

1. Follow directions quickly.

2. Raise your hand and ask for permission to speak.
3. Raise your hand for permission to leave your seat.
4. Make smart choices.
5. Keep our dear learning community happy.
6. Keep your eyes on the target.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>>

- Rule number two does not seem to be regularly enforced, the students speak without raising their hands

and when reminded to not speak unless called on they tend to ignore their teachers request and continue

to do so. All other rules were followed by the class without a constant reminder. The teacher uses a point

system for positive and negative behavior and rewards and takes away points by groups.

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<<<

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

- The room is very small, and the space is tight however, the students are able to walk through their seats

and the back of the room when entering/exiting without complication. While I observed, the students

stayed in their seats all day, so the space didn’t seem to pose as a problem.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>>

- The student’s seats take up most of the space and the rest is primarily occupied with materials needed by

the class. The only change I might make is getting rid of unnecessary tables that take up too much space

and trade them out for cabinets which occupy less space.

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? >>>

7:40-8:00- Breakfast
8:00-8:10- Class Meeting
8:10-8:50- Writing
8:50-10:20- Reading
10:20-11:00- Science/Health/Social Studies
11:00-11:30- Lunch/Recess
11:30-12:20- Specials
12:20-1:35- Math
 1:35-2:05- RTI
2:05-2:11- Dismissal

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

- Class instruction is divided into whole group, small groups, and individual. When presenting the lesson,

the whole class participates and then the teacher assigns small group work or individual.

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

- I would describe my cooperating teachers teaching style as a demonstrator and facilitator. The teacher

presents the lessons and information to the class and then asks students to take a couple minutes to

think and talk amongst themselves to promote critical thinking.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>>

- My cooperating teacher does incorporate the different learning styles in their instruction. An example of

this would be for instance when she was going over poems with the class by reading them and then had

them read to each other as well as discuss the poems to incorporate auditory learning. Another example

would be the teacher using the projector to demonstrate how to find information on a website for a writing

project they were doing, this demonstrates visual learning.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>>

- The students did seem engaged in the lessons that were being presented by the teacher. While

researching animals for a writing assignment, the students were actively participating and listening to their

teacher while she went over the lesson. As well as during their math lesson, the students were eager to

be called on for multiplication facts that they were going over.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>

- There were no students isolated from the rest of the class, all students were arranged in small groups at

the center of the room.

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

 - Yes, instructional time is managed efficiently by the teacher. The teacher used the given time to present

lesson plans and little to no time was wasted during the day. The students are aware of their daily

schedule and follow their teachers plans accordingly.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>>

- The teacher effectively transitions into the next subject by asking students to take out the materials they

will be needing or going to the website they will be using while also putting away their previous

assignments. The students all listened to their teacher without hesitation and proceeded to do as asked.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>>

- To get the students attention the teacher proceeded by saying “Class class,” to which the students

responded by asking “Yes?” and awaited the teacher’s instructions. Another way to get the class to focus

on her was by simply saying “Active listening,” or “Eyes and ears,” after which the students all looked

forward and waited for her to speak. The commands used by the teacher were effective every time with

the students knowing exactly what she meant when saying the command.

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. >>>

- The issues the teacher had to deal with during my time with the class was primarily regarding students

speaking without permission including excessive talking and blurting out. The teacher dealt with these

issues by taking points away from their groups and rewarding the groups who were behaving well.

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 only thing that complicates instructional time are bathroom breaks. This is due to the class being a

portable which means the teacher takes them on a bathroom break as a class once or twice daily. It takes

a while because only a few students are allowed in at once so they take turns and when you add up the

time it can take up to 20 minutes of the day. To help save time the teacher has students collect papers as
 a group so that she can easily pick up the stacks from each group which can save a couple of minutes a

day.

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 school looks quiet and calm from the outside. There is not too much going on at the front of the

school which gives it a clean and peaceful environment. There are various trees along the sides of the

school as well as a small park next to the building. There are two crosswalks in front of the school with

crossing guards in the mornings and evenings. The parking lot is a good size and next to the school,

there is also a designated area for school busses.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>>

- Throughout the inside of the school there are various paintings and drawing along the hallways of popular

children’s animated characters. The school’s main hallway which branches out into others, has large

windows where the schools garden is visible and allows natural light to enter. The school’s exterior is

white with blue trimming and the inside is primarily beige. Doors are locked from the outside, to enter the

school you must check in with the office before they buzz open the door.

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 schools mission statement is “Working together, the staff, students, parents, and community of Lucile

S. Bruner are dedicated to building a supportive, risk-free environment that empowers learners with

knowledge, skills, confidence, and respect for individual differences so that all students become positive

contributors to society.”

- The school’s motto is “We soar to new heights to become more than we dreamed.”

- The school’s mascot is a bluebird.

 2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>>

- When entering the school there is a table with a sign in sheet and covid-19 questionnaire which visitors

must fill out. After completing these steps, visitors may then proceed to the front office and a staff member

will provide assistance. The staff members smile and make small talk with children they may pass by in

the hallways. As well as complementing a class they may see that are behaving well so that their teacher

may ward them points.

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 schools bell schedule is dived by grade level. For example, there are different lunch period, each of

which has their own bell to notify the end of lunch. The special education students have grade level

classrooms and if they are in an inclusive class then they may be pulled out by a special education

teacher to complete other assignments.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>>

- Students interact with each other by waving in the hallways, playing together during recess, or saying hi

and bye at the end of the day outside of school. The students also talk during lunch time and socialize

around sticker machines the school has.

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. >>>

- The school has a lot of different aspects to involve students in. There is a school song. “Might Bluebirds,”

which students can be seen enjoying singing throughout the day. As well as a school wide house system

that is loosely based on Harry Potter, in which students are grouped into one of four different houses.

These include Amistad, Kuleana, Quantum, and Valor. The students are placed according to their

personalities and are awarded points for which one house will win a party at the end of each month.

Another thing the school does to include students in the school are their constant spirit weeks which help

get the students excited and involved with school. The school also offers a wide variety of after school

clubs. Such as Monarch Club, where the life cycle of a butterfly is taught and focuses on their nutrition.
 Cooking with numbers is a club where students attend weekly and learn about measurements and more

through hands on cooking activities. Another club they offer is Robotics club where students can learn

more about technology and such.

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. >>>

- My cooperating teacher expects students to pay attention, complete their assignments and use their

critical thinking skills all while being safe. The teacher is kind and friendly with students but also

demonstrates authority to which the students adhere to and acknowledge that they should listen to her.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>>

- In this class, there is a certain set of students that constantly participate meanwhile another group of

students rarely participate. The ones who like to participate are in the same groups and the ones who do

not participate are also grouped together. In my observation, I noticed that it was mainly the boys who

were constantly participating and very few girls.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements. >>>

- The students actively listen to their teacher and do as she say. Although they may misbehave for a bit,

when asked to pay attention they immediately without hesitation do so. The teacher gives the students

points for positive behavior and takes away points for negative behavior.

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? >>>
- Mrs. Kono states that the reason she became a teacher was primarily personal. Her work life balance in

her previous profession was not great and she felt there was no significant contribution in that profession.

Teaching allows her to have a good work life balance while also making a difference which is why she

became a teacher.

Interview Question 2: What are the main challenges you face as a teacher? >>>
 - The primary challenges Mrs. Kono faces as a teacher includes the students family support.

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

- Mrs. Kono says that the best part of being teacher for her is to see the children’s progress.

Interview Question 4: How do you determine where students sit in class? >>>
- Mrs. Kono determines where students sit depending on the assignment.

Interview Question 5: How do you determine the members of any flexible groups? >>>
- The members of any flexible groups are determined by Mrs. Kono based on data and testing.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>
- Between units Mrs. Kono tests students’ knowledge on subjects.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>
- Mrs. Kono stated that at least once a month a progress report is sent out to report progress to students

however most commonly ever two weeks they are sent out.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>>
- Mrs. Kono says she is required to meet with a student’s parents twice a year however she meets with

them as needed for individual students. The discussions are mostly about the students’ progress.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>
- The teacher estimated around 4-5 hours of weekly grading.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>
- “It takes an entire weekend to prepare the lessons for the week.”

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>
- “ To maximize instructional time I try to waste as little time as possible during transitions.”

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>>
- Mrs. Kono uses Class Dojo points for behavior with redeeming the points with simple rewards such as

getting to play simon says for 5 minutes or 10 minutes in the bean bag chairs to read.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
- “We do crossover lessons that can incorporate similar lessons.”

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>>
- “We are evaluated once a year formally using the NAPF.”
Interview Question 15: What consequences are there if your evaluation is not favorable? >>>
- Mrs. Kono states that if an evaluation is not favorable then an action plan is constructed, and the

administration helps them work on specific areas as needed.

-
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? >>>
- “There is not much support financially. We have professional development meetings and days where they

talk about leadership for example.”

Interview Question 17: What surprised you most about teaching as a profession? >>>
- What most surprised Mrs. Kono about the teaching profession is the lack of respect. Not only from

students but from society. She mentions that although teachers are helping educate the future minds of

the nation, people look down on teachers a lot.

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 am observing is the student who participates most during lessons. His name is Joseph, he is in

a group with other students who are also constantly participating. His seat has a lot of space around it because he

tends to not sit still during the day, so the teacher provided him with space. During this time, the class is working

on a writing assignment where they are researching animals and working individually. To start, the teacher goes

over the worksheet and demonstrates where to locate the information needed on their worksheets on the website.

The student in question has lost his chrome book and cannot follow along but is very attentive to the lesson.

Although the student did not have a computer to work with, his previous findings were still very present in his mind

as he kept raising his hand to answer questions the teacher asked the class. One example is when the teacher

asked what an ecosystem is and who could identify their animals. Joseph raised his hand and stated that an

ecosystem was where abiotic and biotic things lived and his animal lives in a temperate forest. When the

demonstration was over, students were working individually and those who did not have their computers were

being helped by the teacher but had to wait. While he waited for his turn, he was filling out information on his flow

chart with what he could recall about his animal. The students kept getting off task by talking with other students

but was able to complete his assignment by himself despite not having the materials he needed. The teacher then

asked him to help his classmates who needed help and he was eager to go and learn about their animals while
also helping them. From watching the student and putting myself in the students position during the lesson I

learned that it can be hard for some students to understand what the instructions are. If they get distracted even

for a minute, they can miss an important instruction and it makes it difficult not only for the student but the teacher

too. As well as how difficult it is for the teacher to get around to all the students who may need help during a short

amount of time.

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

>>> During my 10-hour field observation in a third-grade classroom I was able to uncover a lot. Before my visit I

had primarily dealt with much younger children typically in the first grade or kindergarten level. In my reasoning, I

believed that children in the third grade would be calm and focused. However, I learned that older children still

have a hard time staying focused during school. Although, they may be able to concentrate for longer periods of

time, they still tend to get distracted. While this may be difficult, I observed that if the teacher has a good routine in

place and effective measures to promote positive behavior, then the children get accustomed to the behavior that

is expected at school. With my observation and speaking with my mentor teacher, I have learned how critical it is

to establish and maintain a daily routine for children so that learning can take place. Another important take away

from my observation is the importance of the school’s environment. The school I was observing at gave a lot of

opportunities to the students so that a positive and fun school culture could be created. This is something that the

students respond to. I noticed that students are constantly trying their best to demonstrate positive behavior so

that they could receive points. As well as the student excitement and engagement that occurs with the school’s

community. The students seem to think of their school as a safe place where they can also have fun while

learning. For example, a student in the class I observed had redeemed her points in exchange for 5 minutes of a

simon says game. During a bathroom break the student played the game with the class and it was very fun for

them and me! When it was time to get back to learning the students were ready to go demonstrating that giving

them a bit of time to unwind helps them continue to focus and learn what they must. Alongside this, I also took

note of the techniques Mrs. Kono used with her class such as her “Class class,” command which helps gather

attention towards her from the students. I never thought something as small as collecting individual worksheets

could hinder instructional time but after speaking with my cooperating teacher, she explained that although it may

only add up to a couple of minutes, it makes better use of time to collect them in small stacks. From my field

observation I learned that it could prove to be difficult at times to get everyone on task or having to catch up
because of the holidays. From this I take note that being a teacher requires one to be patient, organized,

structured, and learning to maximize time. I enjoyed learning along with the students in the third-grade class I

observed as well as conversing and learning from my cooperating teacher. With the techniques I learned and my

new sense of how a typical day in a classroom at his grade level looks like, I hope to incorporate them when I

become and educator.

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

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

Dear Cooperating Teacher,

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

EDU 201 Introduction To Elementary Education

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

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

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

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

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

CSN Course # & name: >>> Edu 201- Intro to Elementary Education

CSN Professor: >>> Steven J. Saladino

CSN Professor’s phone: >>> 702-651-3105

CSN Professor’s email: >>> steve.saladino@csn.edu

Student’s name: >>> Nancy Osorio

Student’s email: >>> Nancy.osorio@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.