CSN Education Department - Field

Observation Activities Packet

Greetings Future Educator,

  One of the most rewarding aspects of EDU 201, EDU 202, and EDU 203 is the opportunity you’ll have to observe
in a school classroom where students are
actively engaged in learning. Each of these
three CSN courses requires all students to
complete a 10 hour "Field Observation" in a Clark County public school.

  Once your placement is processed, you will receive details regarding your assigned school from your CSN
professor. Only then, will you contact the school and meet with your CCSD “cooperating teacher”. Both you and your
cooperating teacher will design a mutually agreeable schedule to complete your required contact hours once you meet for the
first time.

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

Your Name: >>> Ariana Luna Erives

CSN Course: >>> EDU 203

Professor: >>> Dale Warby

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

CCSD School: >>> Rancho High School

Cooperating Teacher: >>> Anthony Banto

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

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cooperating CCSD teacher. School locations and other information can be found on the CCSD web site at
http://ccsd.net/schools/contact-information/

2. Pre-plan for an on-time arrival, and make sure that all interaction with CCSD employees and students is respectful,
courteous, and professional. You are a guest in their school, and a representative of this class and the college. CCSD is
allowing you to visit their school to further your understanding of the teaching profession. It is imperative that your actions
reflect a willingness to learn, and are reflective of a future professional educator.

3. The first half of your field observation/experience will be centered around learning about the school you were assigned,
and focusing on the general and unique characteristics of its culture. You will be looking at and reflecting upon things that
are going on in the classroom at the school level that you were assigned. You are simply observing during this time. Your
cooperating teacher will give you guidance on how your experience can be expanded beyond simple observations, when
he/she feels comfortable with your professionalism and skills.

UPON ARRIVAL THE FIRST DAY…

Check in at the school office and let the Office Manager know that you are a CSN Education student who has been placed
with a cooperating teacher at their school for Field Observation as well as fill out ANY check-in paperwork for school
safety. Be patient while the information you’ll need is located by the Office Manager. The request for placement came
through Gmail from our Field Observation Coordinator (Corinne Blake), and has been pre-approved by the school’s
administrator. During this initial visit, some of you may be sent directly to the classroom to meet your cooperating teacher,
some of you may be given contact information for the cooperating teacher, and then will return on a different day for your
first classroom visit.

UPON ARRIVAL TO THE CLASSROOM…

Introduce yourself to your assigned Cooperating Teacher. Since this is your first visit, ask the teacher where he/she would
like you to sit while you complete your observation hours for this CSN Introduction to Education class. Show the teacher this
“Field Observation Activities Packet”, as well as the last 3 pages which contain the “Cooperating Teacher Information”,
the “Time Log” and “Field Observation Student Evaluation” pages. Let the teacher know that you will be taking notes
during the observation for your packet assignments, and that you will be asking him/her to verify your hours of attendance,
and evaluate your participation once the total observation hours are complete.

DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

Standards of Conduct
You are student representatives of the CSN Education Department and the teaching profession. Candidates are expected to
maintain high standards of personal and professional ethics.

CCSD COVID Procedures

Students must abide by all CCSD policies regarding the safety of staff and students.  For up-to-date information please
visit: https://ccsd.net/departments/risk-management/covid-19-information

Attendance and Punctuality

Regular attendance and punctuality are mandatory. Once you plan a schedule with the
cooperating teacher, this becomes an agreement in which you are expected to adhere to. You are expected to sign in and out
at the school (as required by the school office and/or program). In case of illness or emergency, you must contact the
assigned school and let them know you will not be in attendance on that day so they can notify your cooperating teacher.

Relationships
You should exercise respectful discretion when voicing your personal views. It is important that your demeanor and opinions
remain confidential. Under no circumstances can information about any students be released to, or discussed with, any
unauthorized person. It is forbidden to have any contact with students outside of the classroom you are assigned. This
restriction also includes CSN students contacting CCSD students using any electronic means or through the use of social
media.
Dress Code
CSN Department of Education wants you to be a success. Therefore we have established a dress code for students fulfilling
their observation requirement in the assigned school district. Appearance creates credibility; make a good first impression by
dressing professionally.

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

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

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

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

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

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

These 2 waiver documents MUST be agreed to during the Field Observation registration process in order to secure your
placement. Completion of the Field Observation is a PASS/FAIL component of the course.

ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin your classroom
observations. Complete the questions below:

Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting, organized, etc? Describe
the physical environment in detail. >>> The students seem very comfortable in the class they talk to the teacher and
know what to do as soon as they get into class. They greet each other and seem happy to be here. It is well organized

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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 students are very diverse.

Observation 3: What are the posted class rules in the room? (exactly as written) >>> The rules for the room are on a
poster as soon as you come into the classroom. They are hanging on a wall.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for compliance or
noncompliance? >>> The teacher does enforce these rules because all students were well behaved. I did not see any
consequences because there were no problems with any student regarding behavior.

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

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>> The
classes have a lot of students so there are many desks that take up most of the classroom space. The
desks are set up in rows facing the white board. The teacher’s desk is in the corner facing the class.
There is a shelf and a desk with computers on the left-hand corner of the classroom. As soon as you walk
in the room on the left side there are shelves with baskets to turn in assignments. There is also a success
board with stars that have students’ names.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> To be able to improve the arrangement there would have to be less students in the class. This way,
the desks will not take up as much room and there can be more room for group desks or bookshelves.

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? >>> There is a bell
schedule. The schedule switches from A and B days. “A” days are periods 2, 4, 6, and 8. “B” days are
periods 1, 3, 5, and 7. Each period is 1 hour and 30 minutes long. First lunch is between 10:20 to 10:50.
Second lunch is between 11:55 and 12:25.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>> Instruction
is done in small groups as well as individual. Much of their work is done is online on canvas. They come

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together to work in groups of five to review their past work or work on group assignments. On Monday,
they had an assignment that they did individually and on Wednesday they got in their groups and worked
together to review their answers of their homework.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>> Mr.Banto’s
teaching style is hybrid. He chooses the books and poems students read. He also acts more like a guide
for the students. He gives them information and allows them to come up with their own ideas and think
critically rather then dumping information on them to memorize.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> The teacher incorporates many learning styles. The main one he incorporates is
kinesthetic. When students take notes they have the notes on their laptop so they are able to be hands on
and do it at their own pace. There is also a lot of student projects hung up on the walls of the class with
drawings and writing on it which shows they are hands on with their projects as well. There is also
auditory because as the teacher is presenting notes, he reads them aloud and adds more information. He
also allows students to relate to the notes and add to what he said. He also uses visual by adding
pictures into the notes and having posters around the class. Although the students use laptops, they
write notes in a notebook to better remember.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> The students seem very engaged in the lessons. When they are doing individual work, they
are quiet and focused. When the teacher is giving a lesson at the front of the class, the students ask
questions and do not speak while he is speaking. They also participate in group discussions. When they
work in groups they stay on task. There were times when they got a little distracted but got back to work
quickly. They finished their work on time.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>>
There are no students who are isolated from the rest. All students feel comfortable in the class and
participate in discussions.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>> Time is managed very
well. It is split up into individual work, teacher instruction, and individual/group work. The end individual
work can be done by communicating with their classmates. With canvas is it easier to manage time
because quizzes and tests can be timed to ensure that things go according to schedule.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>> When transitioning, the teacher explains that he is done
talking about the subject and introduces the next concept. These transitions are effective because it
allows students to know that they are about to move on which gives them time to ask questions before
transitioning to the next subject.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>> One attention grabber he uses is repeating certain
words or phrases. For example, when he was talking during the notes he repeated one phrase in the
notes so that students will know that this point is important. It also helped students regain attention
incase they were dozing off since it was the middle of the notes.

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. >>> There was only one instance where there was a

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behavioral issue. On the second day, the class was speaking while the teacher was speaking. The teacher
said “I’ll wait” and the students instantly got quiet and gave them their full attention.

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. >>> There are no procedures that
hinder instructional time. All the time in the classroom is used wisely.

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. >>> There is fencing all around the school property.
There are many trees in the parking lot and around school. There is a big field with grass,
a football field, and basketball courts all next to each other. There is a gym separate from
the main school building. There is one main parking lot but there are other smaller
parking lots around the school. There is a big ram statue at the front of one of the
entrances. At another entrance, there is a sign that says, “Rancho High School Home of
the Rams” and includes a picture of a ram.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>> The halls are large. There are many large windows that
provide the main source of light. The school is two stories and has green stairs in the
middle of the building. The railings, lockers, and floor are green. The walls are green,
grey and tan. When you walk in through the entrance with the ram statue, it is a wide
space with green benches on the right side and the doors to a gym on the left side. It
also has lights going on both sides. The tile is green, gray, and tan. There are posters
and flags hung throughout the school.

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

1. Identify the school’s mission statement, motto, and mascot. >>> The school's mission is to educate
students to be good citizens who are prepared for college and whatever is in their future. The
mascot is a Ram.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>> The main office only had one worker the first day I came in. She was
welcoming but very quiet. There was also an administrator at the door of the school checking to
make sure every student has their student ID. She smiled at everyone and was welcoming. She
told me where the office was.

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 bell rings at 7:05 and then again at 7:10. This is the time classes start. Each class lasts 1
hour and 30 minutes, so the bell rings each time after class ends and again five minutes later. The
school uses a pull out program for special education students.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>> In the morning, students socialize all
around the school. There are no places in the school that are off limits in the morning. I saw many
students compliment each other and being kind to each other in the hallway. They were very

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 polite. During lunch, the students socialize inside and in front of the cafeteria. In the lunchroom,
there are not many tables, so most students are standing in front of the cafeteria.

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. >>> One tradition is the bone
game. This is a football game with the school rival in which the winner gets to keep the “bone” for
the rest of the school year. Unfortunately, because of covid, the game was canceled this school
year and last year. In the main entrance of the school there is a glass trophy case with many
trophies and awards from many years ago until today. One artifact is a Ram statue outside the
main entrance of the school. This statue was a gift from a past senior class.

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 has high expectations for his students. He expects them to get all
their work done and participate in class. He is also very positive and lets the students know that
they are capable of doing great work. He praises them when they get answers correct and guides
them to success. If a student is wrong, he guides them toward the right path.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>> There is a lot of
student participation in class. About half of the students participate in class discussions and the
entire class is engaged in their work and presentations. Some accommodations include sending
the students the presentation so they can have it on their laptop while they write down notes.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>> Students and teachers have a great relationship. The
students are respectful to the teacher. They all work together to put in information. The teacher
has power most of the power because he guides them and explains what they must do. He also
makes sure to go around and check what the students are doing.

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? >>> His mom was a teacher, so
she influenced him. He also wanted to be a writer at the time he decided to become a teacher. His plan
was to work on his writing during the summer, but after his 10 th year teaching, he decided to not write and
stick to teaching because he enjoys it.

Interview Question 2: What are the main challenges you face as a teacher? >>> The main challenge he faces
is time management because of amount of grading there is. It can get overwhelming at times, so it is
important to stay ahead. Another challenge is that all students are different so they all face different
challenges which can be hard to manage.

Interview Question 3: What is the best part of being a teacher? >>> The best part of being a teacher for him
is the relationships with students. Him and his students connect very well, and he enjoys interacting with
them and seeing how they evolve and learn each day.

Interview Question 4: How do you determine where students sit in class? >>> Due to covid, students were
placed in their seats randomly. This is their seat for the rest of the school to avoid students mixing and
spreading germs.

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Interview Question 5: How do you determine the members of any flexible groups? >>> Groups are built
around the seating chart. The five students right next each other are put into a group.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> He uses
writing tests, projects, exams, and dialectical journals.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> The main
way to report progress to parents are progress reports. If a student is failing, they call the parent and
work out a plan to help the student succeed.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>> The teacher does not interact with the parent very frequently. When he does, the
discussions are productive. The discussion usually involves planning ways to help the student do better.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>> He grades about 7
hours each week.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>> It takes about 3 hours
to prepare lessons each week.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> The best
way to maximize instructional time is routine. When there is a routine in the class, students are able to do
things on their own because know what do to. Another strategy is breaking up the time in class into small
chunks.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>> The teacher uses positive reinforcements to
help students succeed. To deal with behavioral problems he places attention on what makes students feel
like they belong in class, and they are capable. He also tries to find out why they are acting the way they
are.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>> He does
not work with specialist teachers.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> He is evaluated about three times a year. He is measured by
the professional growth plan and student learning goal.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>> He has never had
an evaluation that is not favorable, so he is not sure about the consequences, but a coworker did, and
one of the things he had to do was observe classes.

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? >>> As an induvial teacher, he is not
helped by any programs but there are programs that help the school as a whole.

Interview Question 17: What surprised you most about teaching as a profession? >>> He was surprised by
how hard he works. There is a lot of planning and grading that goes into it. It takes a lot more time than he
thought.

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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
>>> On the first day, this student was excited to come into class and greeted the teacher as she came in. She was not
afraid to speak in class and gave her opinion or answered questions. While the teacher was presenting his has
influenced modern books and movies. She also asked questions. On the second day, she came in early and was
working on her schoolwork. Once class started and the rest of the students came in, she started discussing her past
assignment with the teacher as well as her classmates. When she was in her group, she made sure to tell her
classmates to stay on topic and reminded them of the time. She acted as the leader of the group.

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

>>> I really enjoyed this experience. I learned a lot and finally got an in person inside look. On the first day, the
teacher greeted me and showed me how the class was set up. He then showed me where I can sit. I loved sitting among
the students and seeing how they discuss with each other. I also loved seeing how the teacher taught and interacted
with students. The first day was a day where students learned new information and were introduced to a new concept.
The teacher gave an assessment about poems and then gave notes. Lastly, the students got a head start on some
homework. The second day, students got into their groups and worked together to review their answers. This allowed
students to have discussions and communicate with each other. If they had a disagreement they could not do on their
own, they asked the teacher to help. The teacher asked them questions that guided them to the correct answers and let
them discuss why they thought what they did. During lunch I was able to see student walking in the hallway and
interact with each other. I went with Mr.Banto to eat lunch with a group of teachers in another classroom. I enjoyed
listening to the other teachers discuss their day and experience as teachers. I learned a lot and will take Mr.Banto’s
teaching style as an example how I want to be in my future classroom.

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)

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COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

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

EDU 201 Introduction To Elementary Education

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

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

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

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

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

CSN Course # & name: >>> EDU 213

CSN Professor: >>> Dale Warby

CSN Professor’s phone: >>> (702) 651-7392

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

Student’s name: >>> Ariana Luna Erives

Student’s email: >>> 5006779227@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.

TIME LOG - CSN Field Observations

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CSN Student: >>> Ariana Luna Erives

CSN Instructor: >>> Dale Warby

CCSD School Assigned: >>> Rancho High School

CCSD Cooperating Teacher: >>> Anthony Banto

CCSD Grade/Department: >>> 11 / English

CCSD School Principal: >>> Darlin Delgado

CCSD School Phone & Fax: (702) >>> 799-7000 (702) 799-8316

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

9/20/21 7:10 12:25 5hrs 35mins A.B.

9/22/21 7:10 12:25 5hrs 35mins A.B.

TOTAL HOURS:

11hrs 10mins
11hrs 35min
Cooperating Teacher Signature: ________________________________ Date: __9/22/21______________

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

Please complete the following evaluation using the Performance Indicator Scores below (with the student) once the total
observation hours are met. Your constructive comments are extremely valuable to the student. This page should be returned

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to the student along with their Time Log. If you prefer to fax or mail the completed documents, you may do so by sending it
to the CSN Professor’s attention via Fax: (702) 651-4908 or through regular US mail to:

CSN North Las Vegas Campus - Education Dept.

3200 E. Cheyenne Ave.
Las Vegas, NV 89030-4228
SORT CODE CYS-222

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

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

__4___ Professional appearance, adherence to CCSD dress code

___4__ Reliability, punctuality

___4__ Communicates effectively with teachers and staff

___4__ Demonstrates manners, graciousness

__4___ Reflects upon observations using critical thinking

__4___ Demonstrates enthusiasm and curiosity toward the profession

__4___ Models respectful behavior with students

___4__ Uses appropriate language

___4__ Exhibits pre-service educator success indicators

Comments: _________Ariana was meticulously on time to our appointments, and communicative with the students and the
staff. Her demeanor, attire and attitude were extremely professional and positive. She worked well with the students and
interacted with them on a professional and personal level. We had a fire drill during one of her observation days and she
modeled correct behaviors, talked with students positively and encouragingly. Not once was her presence a distraction, as I
have seen in the past. She was welcome and eager to learn what she could.
____________________________________________________________________________________________________
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Cooperating Teacher’s Signature: ______________________________________ Date:____9/22/21____

CSN Field Observation Packet © CSN Education Department 2017 Page 12