COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

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

EDU 201 Introduction To Elementary Education

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

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

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

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

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

CSN Course # & name: >>> EDU 203.1001

CSN Professor: >>> Dr. Dale B. Warby

CSN Professor’s phone: >>> 702-651-4189

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

 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 made up of various elements all of which are very colorful. There are

educational posters around the room such as a punctuation poster. The setup of the room is

inviting to children and feels appropriate for their grade level. The student’s desks are kept at

the center of the room and the surroundings are kept at a distance to allow movement

throughout the classroom. The area where books and objects for activities are kept seems to be

a bit disorganized however overall, the classroom is well organized.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL, students with physical
challenges, and any other apparent attributes that are important to note. >>>

There are 11 male and 7 female students in this class. Most of the students are African

American and Hispanic, two are Asian and one student is Caucasian. There were no students

with physical challenges in this class.

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 and ask for permission to leave your seat.

4. Make smart choices.

5. Keep your dear teacher happy.

6. Keep your dear community happy.

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

 Rule number 3 does not seem to be enforced as much due to the students getting up to sanitize

their hands and desks. All other rules are enforced by the teacher. Points are used as a reward

and consequence; they receive class points for good behavior and get points taken away for bad

behavior. Their points are for a class ice cream party.

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 centered around the student’s desks with open space for their surroundings. The

most spacious area is at the back of the room where there is a large alphabet mat where the

students do activities. The space is used efficiently and arranged in a manner that makes it easy

for the students to navigate.

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

 The room is spaced out evenly and is set up according to their daily activity. The only thing I

might change would be the large cabinet by the door that takes up a bit of space when entering,

other than that I feel the arrangement works well.

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

Instruction Question 1: What is the posted daily schedule for different subjects or periods? >>>

1. Writing in their purple notebooks.

2. Class goes to specials (Library, P.E, Music, Science, or Art).

3. Reading done on Imagine Learning for individual students and small groups with the

teacher.

4. Students move onto mathematics.

5. Students move onto science, social studies, or health.

6. The class transitions to recess and lunch.

7. After lunch the class spends the rest of the school day on reading.

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

Most of the instruction is done as a whole group. Students are grouped off in pairs of two to

complete math activities called stations. As well as during reading RTI, a small group of

students sit with the teacher at a table while the rest do their work individually.

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

My cooperating teachers teaching style includes being a demonstrator, facilitator, and

delegator. Mrs. Carter demonstrates activities and uses groups for students to work together or

individually to test their knowledge on the subject.

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

 The teacher does incorporate the different learning styles. For example, while outlining their

science project the teacher used the projector to demonstrate the outline and drawing for the

project. Another example would be the kinesthetic learning style where students got up for a

hands-on activity while they were learning about the cotton plant and got to feel cotton puffs.

The students also receive auditory learning when the teacher assigns group discussions,

provides verbal instructions, and reads aloud to them.

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

The students do seem engaged in the lessons that are being taught. The students all participate

during lessons by raising their hands and asking questions or giving comments during a lesson.

Some students may look away for a minute but almost immediately go back to paying

attention.

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

There are no students isolated from the rest of the class, they are all grouped at the center of the

room together.

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

Instructional time is managed efficiently by the teacher. The class seems to have a daily routine

set in place that they follow. The students know their routine and can identify when it is time

for the next subject. They do not spend any time off task and are given two bathroom breaks so

that instructional time is not affected.

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

 The teacher instructs the students what time it is and what they will need for the next activity.

The students are quick to respond and retrieve the materials they may need. For example, if it

is time for science the teacher will instruct the students to put away their current materials and

take out their science notebook.

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

The teacher gets the students attention by saying “Eyes and hands,” to which the students

respond by looking straight ahead and clasp their hands together on their desk sitting quietly.

Another command she uses is simply saying “class,” and the students respond by saying “yes,”

ending with her telling them to get to level one.

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. >>>

Students not paying attention or talking are the most common behaviors the teacher deals with.

The teacher deals with this by giving them negative class points.

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 instance that hindered instructional time while I visited was a lockdown drill which

took away a couple of minutes from their lesson. Their scheduled bathroom breaks allows for

no disruptions during 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 school gives off a very calm feeling. There are trees surrounding the building as

well as a clean exterior which make the school look appealing. There is a crosswalk

next to the main entrance with a yellow crossing sign. The parking lot is located at the

side of the school. There is also a small park to the right side of the school which gives

it a familiar sense.

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

Inside the school there are various drawings and paintings of popular children’s

characters like baby Yoda from Star Wars. There are several windows letting in natural

lighting throughout the school’s hallways. The school is painted mostly beige and white

with light blue trimming throughout.

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 as follows “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. >>>

 In the main office, there is a table with a visitor sign in sheet and covid questionnaire.

There is a staff member there in the morning to assist anyone who may need help. The

staff members interact with children in hallways by asking them how they are or where

they are going. While walking through the hallways some teachers or staff may note

what a good job, they are doing walking quietly.

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 schedule is divided up by grades for example, all first graders go to specials at 8:50

am. Special education students have designated classrooms or in an inclusive classroom

they may be visited by a special education teacher or pulled out for something they

need to do.

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

Students play together on the playground and wave at each other while in the hallways.

During lunch students will sit with each other and talk.

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 various clubs for students to get involved in. Cooking with Numbers is

a club where students gather weekly to learn about measurements and more through

hands on cooking activities. There are two available tutoring clubs accessible to all

grade levels which meets twice a week. As well as a Monarch club, where student learn

about the life cycle monarch butterflies with an emphasis on nutrition. This club

includes a composting project that helps their school. These are just a few of the clubs

that the school offers. The school also has their own song which students constantly

sing, “Mighty Blue Birds.” The school has a house system where students are grouped

into one of four houses: Amistad, Kuleana, Valor, or Quantum. There are constant spirit

weeks where students participate to receive house points. The house with the most

points receives a party at the end. The school also constantly has community activities

which they invite students and their families by Class Dojo.

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 expects students to behave, follow instructions, and stay safe. The teacher

talks to the students in a kind manner and explains to them what they should do. The

students seem to respond to their teacher’s personality.

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, nearly all the students participate except one new student who seemed shy

but quickly started to get involved. The teacher helps two students during writing

assignments by using a marker to write and then having them trace over it.

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

 Students listen carefully to their teacher and seem to acknowledge that they need to

listen to her. They are awarded with or have points taken away for their 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. Carter loves working with children. She was born in Vietnam and teacher shad a great

impact on her when she came to the US. Mrs. Carter wanted to reciprocate the impact that her

teacher shad on her.

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

The main challenges Mrs. Carter faces are the district loading on paperwork as well as catching

students up this year due to the pandemic.

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

For Mrs. Carter, the best part about being a teacher is seeing academic and social growth from

her students.

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

Mrs. Carter determines where students sit in class by ability and how they get along with each

other to ensure learning is taking place.

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

Mrs. Carter noted that at the beginning of the year, they do assessments to group them together

by their academic needs.

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

“The adapted curriculum for the school.”

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

Mrs. Carter said she gives bi-weekly reports to parents and daily reports on Class Dojo for

students who require it.

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. Carter said she interacts with student’s parents daily, giving updates on behavior and

academics.

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

“A lot of grading, spending 3-4 hours a night and on weekends as well.”

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

Mrs. Carter said it takes all summer long. It may take her a week to prepare a lesson plan.

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

Mrs. Carter noted she uses a lot of whole brain for engagement.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>>

“Whole brain teaching, dojo points, house points, and carter bucks.”

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

“They have their own meetings and email for certain projects.”

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration for
determining your teaching performance? >>>

“NEPF three times a year.”

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

“Meeting with the supervisor for areas of improvement.”

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? >>>

 Mrs. Carter responded by saying that it depends on the budget and has to spend her own money

for additional materials.

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

“The lack of parental support and state support.”

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. >>>

Students are writing an outline for a science experiment at their desks. They are following

along with the teacher as she writes the outline on her own notebook for them to follow along

with. The student being observed was actively listening as well as participating when the

teacher asked questions to the class. They quickly copied down information and offered help to

his peers around him. The teacher even asked him to help a student demonstrating that he is

often helpful to his classmates. The student was the only one finishing his outline quickly and

then helping others. By helping others, he could get caught up and must rush back to his seat to

write down new information. From a student’s point of view, I uncovered that it may be easy to

get instructions mixed up in a way that not everyone understands.

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

>>>

The 10-hour field observation I completed was in a first-grade classroom. Before my initial

visit I thought that the class might be hard to manage at times, or the children would not

actively listen for their age. However, this is not even remotely what I observed. Mrs. Carters

class was well organized, and the students were kind and respectful. All children in the

classroom were well behaved. The students demonstrated great teamwork and listening skills.

A lot of this is due to the way Mrs. Carter manages her classroom. She got a routine in place

for her students which they got used to and now follow effectively which maximizes her time

for instruction. This is an important aspect I noticed in comparison to a class across the hall

which had constant behavioral problems because the students did not listen to the teacher. I

realized that as a teacher you must set a tone in the classroom and establish a routine for the

children to make the most of their learning time. I also noted some useful techniques that I can

use as a future educator such as Mrs. Carters eyes and hands command. Another important

thing learned was how a school operates to ensure a sense of community amongst the students.

Lucile S. Bruner has various initiatives in place that bring students together and make their

school a fun place. The students really respond to good behavior by being rewarded with points

for their parties. Mrs. Carter manages her classroom well; however, it is a lot of work. She

must manage her way around to helping students all over the classroom while trying to

continue with the lesson all in a timely manner which I noted can become difficult. I learned

that a teacher must have patience, be well organized, and have effective measures for good

behavior to ensure active learning. I enjoyed the time spent with this class and hope to take

away all that I learned and apply it when I become an educator.