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: >>> Clarissa Browne

CSN Course: >>> EDU 201

Professor: >>> Susan Bridges

Professor’s email: >>> Susan.Bridges@csn.edu

CCSD School: >>> McMillan Elementary School

Cooperating Teacher: >>> Teresa Bares

Save this completed packet for this class, and your Education Capstone Course, (EDU 299). Your CSN instructor
will let you know their required format for submitting the observation assignments within this packet.

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BEFORE ARRIVING ON THE FIRST DAY...

1. First, contact the principal and office manager listed for the school you were assigned to arrange a good time to
come in for your initial visit.  You can use the emails provided or you may call the school and ask to speak to
those individuals listed.  Note:  If their name is not listed on the contact list for the school they DID NOT receive
my field observation email and may not know what you are referring to. 
2. 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/

3. 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.

4. 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,

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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.
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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. >>> Upon entering the classroom, the teacher was giving direct
instruction through the class microphone while the class was working on a math packet. The teacher's voice was
soft but clear. Mrs.Bares was asking questions, and the whole class was answering as a group. The teacher also
utilized a timer to see who could complete the addition problems in the allotted time.

Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL, students with
physical challenges, and any other apparent attributes that are important to note. >>> The class was
predominantly male students, and the majority were Latino or black. Some students had glasses, and one student
joined the class for about 15 minutes to get Gen Ed time. A group of students have recourses and one student
was dyslexic and dysgraphic.
Observation 3: What are the posted class rules in the room? (exactly as written) >>> The classroom rules
consist of: “be nice, help each other, say “please” and “thank you,” follow directions, listen, ask questions, say “I’m
sorry,” report bullies, raise your hand, keep hand and feet to self.”

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>> Mrs.Bares mentions rules when students aren’t following them and gives
them a chance to correct their behavior. If the behavior continues, Mrs.Bares threatens students with a demerit,
which is the school-wide behavior policy; if a student receives three in one day they get a visit to the principal.
One day a couple of students weren’t following directions, so Mrs.Bares told the whole class to “circle up,” and
they talked about why following directions is important and how to follow them. Each kid passed the microphone
around and talked. This method is called a ‘restorative justice circle.’ Another time, someone wasn’t raising their
hand, and Mrs.Bares made an example out of the other kids raising their hands. Mrs.Bares went up to the student
to talk one-on-one, and she wasn’t mean or accusatory to the student. The teacher just wanted to know the
reason behind the behavior. The teacher also utilized Class Dojo and once students get to 100 points they get a
treasure.

ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an accurate overhead
view, labeled drawing, of your assigned classroom before answering the questions below

>>>INSERT YOUR DRAWING HERE<<<

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>> Describe
the workflow of the room. Is the space used efficiently? >> Yes, the kids utilize their desks for paperwork and sit in
the front of the room near the whiteboard on dots for whole-group instruction to help with engagement. The
students move in a circle around the room to ensure traffic flow and make sure no collisions happen along the
way; the students follow this flow for the most part. If students aren’t following directions, they are asked to pick
up and move their desks elsewhere to create a solitary environment. The students will also move desks into a
semicircle when listening to instruction or will scatter desks across the classroom when taking a test.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> In your opinion, how can the physical arrangement of the room be improved? >>> I really enjoy how the room
is set up, although I would put the teacher's desk closer to the door for safety reasons. I would also get three to
four baskets for student chrome books because, throughout the day, they sit in a stack on the sides of the room.

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? >>> The agenda is
posted near the door, and it reads: reading from 9-9:50, ELA WIN from 9:50 to 10:45, specials/ lunch is from
10:45 to12:10, reading again from 12:10 to 12:40, math from 12:40 to 1:50, math WIN from 1:50 to 2:20, and
writing is from 2:20 to 3:10. The children get dismissed at 3:11.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>> Mrs.Bares
instructs in various ways to keep kids intrigued, such as whole group, small group, and individual. This makes
students get the full benefits from instruction time. Math is mainly done as an entire group explanation,
independent practice, and then small groups.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>> Mrs.Bares has
an essentialist style; the students know the routine of how to complete assignments and where things go. When a

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student misbehaves, Mrs.Bares says what they should be doing and quickly gets back on topic. She emphasizes
finishing assignments even if it's wrong; students must show they tried.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> One day, Mrs.Bares explained a lesson as a whole group, and the next day she related the math
lesson and strategy to a book. The children also utilize paper and pencil, whiteboard and marker, base ten blocks,
pop-its with numbers 1-100, and math games.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> Depends on what is being taught. The students are eager to complete their timed addition and
subtraction problems. During whole group instruction, the students lose interest and get distracted easily. The
students who do pay attention during the entire group also understand the concept already.

Instruction Question 6: Explain the use of culturally relevant materials, teaching strategies, class décor,
etc.  that meet the needs of today’s culturally diverse student population.  >>> Mrs.Bares says it’s okay if students
don’t complete all math problems in time but expects them to finish the work before they can color. The students
all have a red take-home folder, making it manageable to get their work home. Mrs.Bares explains why students
are learning each topic and using each strategy.

Instruction Question 7: Is instructional time managed efficiently? Please explain >>> Yes, there aren’t too many
behavior issues that stop the class, and transitions are fast. The class seems to understand that they must follow
directions to ensure the classroom functions.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>> The transitions are pretty seamless; the teacher makes
instructions clear and then asks the class to do those things. For example, “quietly walk to your desk and only pull
out the red folder and wait.” Mrs.Bares keeps it short and sweet when explaining transitions to ensure students
stay on task and don’t procrastinate.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>> She uses the school saying, which is, “Mountain Lions
are,” and the kids respond, “responsible, respectful, safe.” The class quiets down quickly and directs attention
toward the teacher.

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 main behavior issues are children not following
directions; Mrs. Bares reminds them to focus on why it’s important to listen and follow directions. Students tend to
get antsy, so she allows students to stand at their desk as long as their chair is pushed in and they are standing
behind their chair. One student elopes, Mrs.Bares, and other staff provide one-on-one time for that student,
reducing their elopement. Another student wasn’t following directions, and Mrs.Bares asked the students,
“Mountain lions are?” And they responded, “respectful, responsible, safe,” and Mrs.Bares said, “so we don’t have
a mountain lion in the classroom because she won’t join us on the floor; I hope she does the right thing for herself,
and for the class. The student participated in the lesson but refused to move to the floor; Mrs. Bares said she
would write her a demerit.

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 children are very good at

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transitions which help instructional time. Mrs.Bares will say, “come to the front, sit down, and bring nothing with
you.” One hinder is having students explain their answers in front of the class because sometimes it’s beneficial
when the student knows what they are doing and feel confident. Still, most students talk too quietly, or their
reasoning doesn’t make sense, which only confuses the class more.

Instruction Question 12: What philosophical teaching orientation(s) best describes this teacher? Give
examples.>>> Mrs.Bares fits under the essentialism teaching orientation because she focuses on getting students
to the correct answer. Mrs.Bares constantly reminds the class that “in second grade we do math like this….” Or
will say, “now that we are in second grade, we should know this.” If a student is grasping a topic, Mrs.Bares shows
empathy and shows the student a new approach to the issue. There is a heavy emphasis on putting knowledge
first and not tolerating behaviors.

Instruction Question 13: Outline the lesson plan for a teaching lesson you observed.  What preparations in
advance were need for teaching the lesson? >>> The kids work on addition facts with a set timer for one minute;
once the timer goes off, they check their answers as a class and only circle questions they got wrong. Then the
kids that didn’t finish or had a wrong answer had to finish before they could color. Mrs. Bares had to prepare the
worksheet, get highlighter (for circling), and have colored pencils for coloring. She also needed a timer set to one
minute.

Instruction Question 14: Describe both teacher and student uses of technology in the classroom. >>> The
teacher utilizes the classroom microphone to project her voice and uses the projector to display math problems
and watch educational videos (such as a read-along for a book). Mrs. Bares also solves math problems on the
smart board and uses the Elmo to have students explain their work (showing students’ work and having that
student explain their answer). Every student is provided with their own Chromebook, which they use for
educational apps (amplify, study island, freckle). The smart board can project and interact with the math
workbook.

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 size is pretty small, at least compared to the two-
story elementary school across the street. The outside of the school has a walkway and a nice patch of
grass. A metal fence surrounds the school, which has “McMillan Elementary” on the side. The parking lot
is rather small, with some trees and bushes.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. >>> Each grade level has its own hallway, and teachers decorate
bulletin boards regularly. The hallways are white, but the bulletin boards are so colorful you don’t notice,
and the carpet is new. A double door goes outside to the playground at the end of each hallway. When
entering the building, there are four locked metal doors and another side door that leads into the office.
Each classroom is white with one wall of the school spirit color blue.

Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere within the
school.
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 1. Identify the school’s mission statement, motto, and mascot. >>> Mission statement: James B. McMillan
ES will educate a diverse population of students and foster an environment that allows all students to feel
supported, to take risks, and to push themselves to their academic limit while building positive
relationships with all stakeholders. Motto: Be respectful, be responsible, and be safe. Mascot: Mountain
lion

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. >>> The ladies in the front office are extremely nice and helpful. Everyone on
campus is; the staff is very friendly and supportive, and they want to help. I noticed staff interacting with
students in the hallway, at recess, and at lunch. When a student demonstrates being safe, responsible, or
respectful, a staff member can reward the student with a ‘McMillan Dollar,’ which can be redeemed at the
‘snack shack’ once they collect ten.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block
scheduling, periods) Does the school use inclusion, or a pull-out program for special education students?
>>> The school bell rings at 8:35 to signal the teachers to go outside for duty. This is when the busses
come in and children get dropped off, most students stay outside to socialize or play, but some go inside
for breakfast. Then the bell rings again at 8:55 to alert everyone to line up for the “sunrise meeting.” The
sunrise meeting happens every morning where classes line up based on teacher, and one class presents
the pledge of allegiance, the McMillan pledge, and what is for lunch. The last bell rings at 3:11 for the
children to go home. The school uses both programs depending on the intervention because one student
will join Mrs.Bares for only about fifteen minutes at a time to get ‘general education time.’ Still, some
students also leave the classroom for resource time during writing.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. >>> Before school, children mainly gather on the
playground; during recess, the students are pretty evenly distributed (some playing basketball, four
square, on monkey bars, and others on the field). At lunch, students have to sit with their class, but I’ve
noticed some kids will sit with another class because their friend is there, and the student moves back to
their assigned table before their teacher picks them up.

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 sponsors are
Cafe Rio, Chick Fil A, and Summerlin Rotary Club. The school has robotics and a Spanish club.

6. Compare and contrast the current school environment and culture with schools in the historical
past. >>> Schools are more technologically focused in the current classroom because each student has
their own Chromebook. The library is now dedicated to teaching the kids how to properly use a computer.
Schools also have many more recourses for struggling students, such as new strategies, interventions,
and gadgets (fidget toys and timers) to help students succeed in school.

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. >>> Mrs.Bares expects the students to always try their hardest, even if the answer is wrong.
Mrs.Bares will tell the students that they actually learn better by making mistakes, so it’s okay not to get
the right answer, but they must always show their work. If a student is struggling, another student re-
explains the task.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? >>> Mrs.Bares expects the
students to always try their hardest, even if the answer is wrong. Mrs.Bares will tell the students that they
actually learn better by making mistakes, so it’s okay not to get the right answer, but they must always
show their work. If a student is struggling, another student re-explains the task.

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 3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. >>> Mrs.Bares treats her students as equals in the classroom;
sometimes, students will lead a lesson, and their input is asked and valued. The teacher uses Class Dojo,
which is an app that lets parents see how their student is doing. Student’s also work well together for the
most part; some students are worried about copying and excuse their classmates for it and will cover their
paper, which limits peer work.

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? >>> “I was a mom, and I had three
sons, and the youngest was in third or fourth grade. And my time was empty, so I became a substitute, and I liked
being in the elementary classroom, but I hated that when I was in middle or high school. Then they recruited me
to be in the library, so I became a library aide, and after a while, it was like I needed to do something more
meaningful, and I could do something more meaningful. So I was forty the summer I graduated and got a long-
term sub job; it was the best I could get at the time because I was in a really small town, and I was a January hire
of that year to become a full-time teacher. Now I’m on the other side, thinking about retirement because I only
have three to five years left, but thinking about going back to an aide or subbing position where I don’t have to
worry about grades and parents and responsibilities because I have this under my belt.” I then asked what grade
Mrs.Bares started teaching, and her response was, “I was in a rural school in Wyoming; I had kindergarten
through fifth in one classroom with one aide and one bus. I had seven students, 2 in fifth and a really intelligent
fourth grader, so he worked most of the time with fifth grade. There was a third and really intelligent second grader
that we worked up with the third grader most of the time. And a kindergartener and a first grader, we just
overlapped all of the material, so they worked together. I had twelve students in my second year there; it was
interesting. I had a snow shovel because it was open range, so there were times when I had to scoop manure off
the playground so the kids could play four square. I drove forty miles to get to work and back, and I loved it
because it was my relaxing time. But when I got that job, my kids were older, and I missed things at home. So my
second full year of teaching, I was in the city with just one grade level.”

Interview Question 2: What are the main challenges you face as a teacher? >>> “This year has been the most
bizarre year I have ever ever faced. I know these kids started school online in kindergarten with the pandemic, but
many of them did not, and the ones that did had a parent sitting by their side. So these kids lack maturity and
understanding of school and how it runs. They lack a work ethic; like every student in here copies off their
neighbor, from the highest to the lowest, everyone will look at their neighbor's work to check their own. I don’t
understand that; I’ve never seen that to that degree. So, this is my challenge year. I’ve never understood this year
yet, and I’ve accepted that. It is what it is, don’t complain about it; deal with it. But I’m not getting there; my middle
group should be growing, and they’re not growing. They have no motivation or self-awareness, I don’t know. And
my second thing is parents; I always make a parent or two mad every year, sometimes, what I say doesn’t come
out and go home the way I meant it, and I’m always trying to clean it up. It's always miscommunication; it's never
quite what the parent thinks it is. Just the other day, the vice principal was in here observing me and said he just
fielded a call from a parent, and I was upset because they don’t tell me when parents call. The vice principal said
the principal didn’t want to bother me because it wasn’t important. The parent was so angry when they got on the
phone that I said and did something to their son and wanted him out of my classroom right now. And the vice
principal had the parent talk it out with him because that was a major decision to change classrooms. I had given
the student a demerit for not following directions, and the parent is tired of that because her son said I didn’t
explain the directions. The vice principal said that by the end of the conversation, the parent said, “ love her as a
teacher; she holds my son accountable. He’s doing so well in there.” So the student stayed in my room, but
sometimes it takes those conversations. And as a teacher, I can’t have those conversations with a parent because
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I look defensive and don’t want to hear it. You need an admin who knows you well because I can be rough around
the edges, but I have a soft spot. I need to be less ‘these are the rule's and more these are rules.’ So I used to
ask myself how I would want a teacher to speak to my son because he has Asperger’s. And now, since I have
three granddaughters in school, how would I want a teacher to talk to them? Would I say that to one of my
granddaughters? I’m not their teacher, but if they needed this, I would still say it. But I try to tone it where it feels
better because, to this day, I have students that hate my guts because I follow the rules and want them to too.
And I always teach in schools that are kind of like this, I’ve worked in higher-class schools, and I still thought it
was important for those kids to follow the rules. Think of how society would function if you were having a bad day
and you got to break the rules; that’s how we get these mass stabbings and shootings. And I do believe in
building relationships, but the relationship is that I’m still an adult authority figure to your child. That’s why I like
second grade because I will go to the Disney movies by myself, but I don’t like Chucky and Texas Chainsaw
Massacre, so I had a harder time with fifth and sixth grade.”

Interview Question 3: What is the best part of being a teacher? >>> “The kids. They’re scared, and then they
get comfortable. They think they can’t, and then you show them they can. And you know they are learning and
figuring out for themselves that they can learn. Growth mindset over fixed mindset. Being able to balance what
they have heard from other teachers or from mom and dad and changing it into, ‘oh, so what I did do last year, I
can do this year?’ Yea, you can still learn; you never stop, you know?”

Interview Question 4: How do you determine where students sit in class? >>> “Trial and error. So you want a
mix in each group, high, medium, and low. You want those lows to listen to those highs and mediums talking to
each other and eventually catching on. But you also figure out that some aren’t going to talk at all; they’ll go, ‘oh,
these guys are going to answer, so I’m just going to sit here.’ So, I have all of my sped together for the aide, for
easy flow for her, but then they don’t talk. Or if I have one non-sped in the group, they do all the talking. So
Jackson doesn’t like to talk, but he’s probably medium. But if there is anyone higher than him in the group, he
doesn’t speak. So he’s with three sped kids, where he can’t just sit; he has to talk. So I try to place them where
they will have to participate, be challenged to participate, and eventually learn to want to participate. One student
won’t work at all, no matter where I place him. But once he’s on fire, he can do amazing work; it just doesn’t
happen often. I don’t motivate him so. And I rotate them at least once a month, so everyone gets to meet
everyone. Everybody in the room has to learn to work with everybody in the room. I don’t care if you like them or
not. I don’t care what they did at recess. I don’t care what they said to you. Let's work that out over here. I don’t
like all the teachers I have to work with in the building, but you still have to do it with a nice, kind tone. Teaching
that we are a family kind of group, we all have a part to play: everybody, no hiding. No princes or princesses, no
top of the heap, or I’m the smartest in the room, and everything I say is right. And not to bring that kid down, but I
have Aiden, who should be in third grade. Everything he says is with a sentence, and he explains himself really
well. But when he makes a mistake on his math paper, he’s in tears and hates me. It's okay to make a mistake;
that’s what you need to learn. And yes, because I pointed out your mistake or called you out on your drawing not
matching your answer. He’s told me he hates being in this room. There are a lot of low kids here; he deserves to
be in a class with higher kids to be more challenged, but he always says it when he makes a mistake, and I point
it out. And the embarrassment of a mistake lasts longer in your mind than the round of applause because you got
it right. That will happen a lot in life, so let's learn to cope with it now.”

Interview Question 5: How do you determine the members of any flexible groups? >>> “There was a period in
my career where everything was guided reading, and it was based on how fluently they read, no matter what. And
now, we have gone to the other side, where all my intervention groups need to be flexible. So if today I need to do
the short vowel sounds again, it's probably a group of five, and tomorrow I have to do the long vowel sounds
because we are starting that, it’ll probably be that five and a few more. Math is easier to do than reading. In
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reading, they get stuck on something and are stuck for a while; in math, you're stuck, and you get off of it pretty
fast. In math, we were taught to do the whole group and do some practice problems, release them, and anybody
not getting it is pulled back up, and they become your small group for that day. If they are doing well, give them
enrichment or study math island. Math is more hit or miss. My whole group is normally 23 kids, and my small
group will be 12-15; that’s not really a small group. But when it comes to reading, I need to get that middle pack
moving; they just aren’t progressing. They don’t care; since they can’t read, they don’t think they ever will. So I
started small groups, and they are on fire when they are sitting here with me. I can’t teach this group as a whole
group; they fall apart. They start tying shoes and playing with strings; I lose them instantly. So I constantly keep
them moving in groups; if one student is excelling compared to the group, they get moved to a new group. I can’t
move the whole group up, but that student needs to keep growing.”

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> “We circle up
in the morning to get a feeling of what they are thinking and their mood for the day. We go back and forth on what
formative assessment is. Some people think formative has to be a worksheet I can show the principal at PLCs,
but it’s really meant to be more of a checklist. She was able to do it, check. He was not doing it; check with a
circle. He wasn’t doing it at all, minus sign—just that quick check of what the group needs to work on today. My
tests show they don’t know short vowel sounds; well, we have been doing it for fourteen weeks. We need to move
on to long vowels, or they won’t read all year long. Even if they don’t seem ready, you got to give it to them. You
have to force them into it, other than sped or certain circumstances. For example, one student has been in school
for a total of 22 weeks, so she doesn’t have it, and I can’t push her. She just didn’t see it, so it's not clicking, and
English is her second language. I don’t know how loved she feels or if she feels like she belongs to anything, so I
can’t push her quite the same way.”

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> “Progress
reports are really big this year; we are sending them out once a month. They have to be signed and sent back. I
have to have proof that the parent looked at it and that it came back, and I’m trying to do Dojo messages. I’m not
very successful at getting parents to sign and bring things back, but at least I’ve tried. Last year, in the spring, part
of my licensing from Nevada was a family engagement class. I took it and thought, ‘oh yes, I really need this, and
this will be so great.’ But I’m back into the school year, and it's just not there to invite them in and have parent
volunteers with readers or math facts.”

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>> “I talk to at least one parent a week, up to five parents a week. A lot of the Dojo
messaging can carry over to the fence. I’m very honest, one student doesn’t put in effort in my class, and mom
asked if they needed a tutor, and I told her no. The student just needs to slow down, think about what they’re
doing, and think about what they’re learning. They’ve only read 10 words a minute, 14 words a minute. They
started the year at 22, and the other day they read me 42 just like that. I know he is capable, but he feels sorry for
himself.”

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>> “I hardly do anything;
we are supposed to have a formative assessment every week unless you’ve had a summative. I grade tests, and
they do these math worksheet pages that I look at really quickly to form my group work. But other than that, if you
tried, you get a star. Which may be misleading to a parent, well, I cross out the wrong ones, and I star it to say I’ve
looked at it. But most of the seat work isn’t important; it’s just practice, so don’t ever grade practice. Don’t ever
hold a grade for learning. And I’ve got SPED students who just can’t complete work. So, I test like one thing a
week. My team wanted to do homework, and I don’t like homework. So I asked what we would do with it. It can’t

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be a grade, so what would we do with it? Homework at this age doesn’t teach responsibility; these kids have
sports practice or older siblings who have their own homework.”

Interview Question 10: How long does it take to prepare lessons for the day/week? >>> Were in limbo last year,
and in previous years, one teacher planned reading, one teacher planned math, and one planned writing. So
lesson plans were done for the week, but we had someone different across the hall; we were new last year. We
both didn’t like this system because I had to go through that lesson and prep over the weekend, but a person
could not have it done till Sunday night. So in other buildings, the system has been either everyone does their
own planning, or everyone comes together and works on it as a team. So we were doing it as a team for a while,
but my team likes quick and easy. So now we are back to he plans this, and she plans that. I do math lessons, so
I know math very well. I don’t plan reading so when I look it over, I want to add to it, but it wasn’t scheduled, so
now I don’t have time. And writing is a struggle at this school, and I wouldn’t say I like the way my team presents
writing. I try to spend a lot of time building background to get the students hooked. A lesson plan is everything; it’s
my assessment.”

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> “I don’t
know, not real good with that.” I then chimed in and said I like how she transitions by telling them exactly what to
do in a clear manner. “Oh, thank you. They don’t understand; they’ll return to their seats and look around. I think it
looks very military, and the other day at our meeting, I got some mocking because I use traffic patterns. But you
know what? If you stay on the traffic pattern, the opportunity to stop and talk, get lost, bump into each other, and
take extra time decreases. So, I don’t like their books in their desk because they get all ripped up, or they play
with them whenever. So their books are up here when they need them; everyone comes around this way, grabs
their book, and goes that way back. This way, we have a circle in the room. I like my alarms that go off about
three minutes before transitioning. I have to have my phone tell me, or I’ll teach right on. I will have no calendar to
the day. I don’t like assigning jobs, so if one group is busy talking or doing whatever, another group can pass out
books. Line leader rotates a week at a time; when you are done being line leader, you go to the back of the line;
that way, alphabetical line order stays in place all the time, if they can remember. And two students take the lunch
basket down before specials because I can’t remember it, and they can. Every day they reminded me, so it
became their job, and if one or the other isn’t there one day, the present one picks another friend to take it down
with. Because I can’t remember those little things. Yea, I like my traffic pattern, I need to be very direct. Like you
said, if I say to go to your seat and get out your orange folder, and you go to your seat and sit down, how much
more time for me to say it again?”

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? >>> “This year, they hate the demerit slips, and I take a
picture of them and send it on Dojo or email. So that parent knows immediately that’s been a big deal for my
group. I’ve done integrity tickets, but that was a little older kids. Integrity is doing the right thing even when nobody
is watching you. So, rules are rules not because I made them or because the principal is watching; the rules are
to be respectful, responsible, and safe. So, they would get little raffle tickets and write their name on it, and put it
in a basket. On Friday, I would pick three tickets, and these three people got something from the prize box.
Eventually, if we got 100 integrity tickets, they got ten minutes of electronic or movie time. But I don’t do that
anymore. Second grade is a little young for that. Calling home for good things, I don’t do that enough, but that is
really positive. Positive office referrals or sending home little messages like, ‘you did really good today’. Positive
Dojo or email messages, trying to get parents to know that their kid is doing a really great job. So when a demerit
comes, they know it's just a day, and we start over tomorrow. I want to start over tomorrow; I’ve had some days
where I go home and think if I was my grandkid's teacher, I would be in my own face. I have to tone it down; I
have to remember they are little kids. I’ve got to remind myself of how I’m building that relationship. But I don’t like
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prize boxes on a regular basis or candy. I’ve done a lot of reading on intrinsic and extrinsic motivation, and truly
intrinsic motivation is there, and you need to kick it in and show them what it is. But the extrinsic motivation only
works for so long then they don’t care. And I don’t want to pay kids for their job; I know they have a hard job. I
don’t mind extra recess, movie time, or a reward. But I want it to mean the same as ‘you just did a really great
job.' And I don’t get enough credit, but I also learned that you aren’t supposed to get that; you don’t need credit.
My generation got the spanking; it was much more punitive. I don’t want to be that way, but I also don’t want to
over-reward them. I want them to know that because this is their job, they have to do it, and they don’t need a
reward. They do it because it’s the right thing to do.”

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>> "Not
here, we can go to them. But in other districts, my art teacher would try to do art that would be like using a ruler to
practice inches, or science is about the solar system, so I’ll incorporate it into my lesson. I don’t have any
communication here. Library is the only one that I can approach and mention we are doing research in the next
month on animals. Can you help them find animal books and get on the online library and encyclopedia? And the
librarian will do anything you ask, but the specialists don’t come in here to plan with us. And I don’t ask them to do
anything, they have their curriculum set out, and it might match or not.”

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> “It’s called NEPF; it’s huge, for me, at least. I’m in my second
year with the district, so I have three evaluations a year, and as soon as I’m tenured, which I think is my third year,
then I have two, one at the beginning and one at the end. But the principal just said that they made instructional
rounds, where the admin and the strategists came in and watched each room for ten minutes, looking for specific
things that are good teaching practices. That the principal gave us at the beginning of the year that we should be
doing, like the standards on the board matching what we are teaching. So that is an evaluation because even if
it’s not formal, it's still an observation. This gives the principal the opportunity to look everyone in the eye one on
one and say this is a non-negotiable. And they provide the coaching for it; if you don’t know how to do something,
they want a strategist to come in and model. They want to give us professional development. And then, when a
person says they don’t need help with something, the principal can ask how come they didn’t see it then. And
admin asks why the staff doesn’t ask for help, but like the kids, we don’t know we need help or have too much
pride to ask. But the NEPF has these standards that evaluates if you are meeting them or not. So as the admin
watches in the room, they take notes of what they see, what I do, and what the students do. Then he comes back
later and writes the evidence in. And I can bring in evidence if something is blank. Maybe that is in my lesson
plan, and the time he was in the room, he just didn’t see it. There are five standards for teaching practices and
five for professionalism. Some have more indicators than others. We do a pre-observation, so we set up when
they are coming and talk about what we will be teaching, what the lesson plan is, what the standards are, and
what I plan to have accomplished in the time that they are there. Then admin will come in and takes notes, and
sends me the filled-out form in an email. And we meet again to go over these things. Admin will ask some leading
questions. ‘How could have you incorporated writing into this?’ Because I didn’t have them do any writing, they
should be with every lesson. This also gives me the chance to explain myself; if the admin didn’t see anything,
they can choose to write it in, or maybe they want to come back to see it. They are really trying to see your good
points and where you may need help.”

Interview Question 15: What consequences are there if your evaluation is not favorable? >>> “I don’t know. And
I think it's re-teach and re-val. A strategist is forced to come in on you. Now we are offered a strategist, but if you
aren’t doing something, they are forced to come in and model for you. Or you’re forced to take professional
development courses. And I don’t know how much they can force on anybody because I haven’t been there yet.”

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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? >>> “Last year, there were pandemic funds
through the state, and we could go to Donors Choose and spend like $1,400. Other than that, I pay out of my
pocket just because I can and try to share because not everyone can. Some of the CU’s, if you take the right
classes, there’s a grant that reimburses you. So for my Nevada license, I had to take a class on family
engagement that I was missing from college. So I paid like $125 to take a semester-long that was every Thursday
night. Well, by the end of it, someone had created a grant that reimbursed me $125. Right now, they want coding
to be a part of our curriculum, and there will be technology standards next year. So there are cite leads at each
grade level in the building, and we had to take a class that they paid me $250 for my time. So I spent a Saturday
in a classroom with two other fun teachers from here, and we did Code.org, which was easy and fun. I can get
other standards attached to this while doing my technology standards because it’s problem-solving. Then we got
back and found out the library teacher had been doing it for three weeks already, self-taught. Communication! But
I still want to do it in here. I might just repeat it; I want to see it. I don’t know what I get, but I get something for
doing ten hours of coding in my classroom this year; maybe it's a certificate or a book, I don’t remember.”

Interview Question 17: What surprised you most about teaching as a profession? >>> "How difficult it would be
to please parents. And I don’t think I was that difficult parent; I was already a teacher by the time I started having
trouble. My youngest was in junior high, and not trying to be difficult, but knowing as a professional when
someone is crossing the line. And my kid is having trouble because of it; I don’t know what I appeared to be.
When I was new to a district, one teacher gave homework, and my class didn’t, so I asked the principal if there
was a homework policy, just to get a feel for things. They came down on the teacher over that, and I had no idea. I
had two kids in the building, so I just wanted to get a feel for the rules. Admin took it as a parent complaint
because they didn’t like her. Which I didn’t feel like was very fair to me, but whatever. Since the pandemic,
parents have gotten better and worst in different ways. And I’m tough; I think all kids can learn to follow the rules.
Another teacher’s student was in the room last week, and I gave him a demerit, and the parent wrote back, ‘I
hope you know he has an ADHD.’ I have six kids in here with ADHD diagnosis; you still don’t get to do the things
you were doing. Which was a lack of doing anything; I don’t use those things as excuses for bad behavior. Yes,
we need to accommodate and understand and work with kids gently, but they still need to do the work, learn, be
kind, and be safe. If I feel like I’ve crossed the line, I apologize to anybody and everybody; I don’t have a problem
telling kids I’m sorry; I’m ashamed of the way I acted yesterday; I’m really sorry I lost my temper last afternoon. It
makes me human, and it helps them too.”

Interview Question 18: What collaboration and planning do you do with your grade-level team or subject-
department? >>> “I was at a meeting recently, and they brought up the importance of strategic planning together
because when you come into the profession, you really don’t know about good teacher habits until you have
experienced them. It’s not because you haven’t been educated or because you’re not smart. It's all experience
and so much of what doesn’t work experience that young teachers haven’t had yet. And just because it didn’t
work for me doesn’t mean it won’t work for you because they might tweak something that makes it flawless.”

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.

>>> 11/1/2022: Upon entering the classroom, the students worked independently on a math worksheet from their math
workbook. Mrs. Bares was walking around and helping students who were raising their hands. If they still needed extra help,
Mrs.Bares sent them to the floor near the whiteboard to give those students extra help. The student I was watching was not
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sent up to the front. However, I noticed she struggled because the student wrote numbers down, erased them, and rewrote
more numbers. The student also kept looking up to listen to the teacher explaining to the small group. The class was
subtracting two-digit numbers with a number line. The student understood to write numbers in the correct spot on the number
line but needed to recognize how to use the number line to subtract. The lesson was cut short for that student because a
group of students left for resource time, and she was a part of said group.

11/2/2022: Upon entering the classroom, the students worked independently on a math worksheet using base ten blocks. I
decided to observe the same student. The resource lady explained how to use base ten blocks—specifically trading in a base
ten for ten ones. The student was confused about which pile of ones she was working with, so the resource teacher told her to
move the blocks from one pile to the next. This helped the students dramatically because they could independently solve the
rest of the subtraction and draw each step. Once the students had finished all the problems, they raised their hands and
waited patiently for the teacher to come over and tell them to put the base ten blocks away and get out their chrome book to
go to !study island."#Which is an educational website where students can work on academic subjects independently.

11/4/2022: Today, I observed a new student. Upon entering the room, the children worked on a math packet with subtraction
problems. The student had already completed the side label $I can subtract 3” and was coloring the picture at the top. The
teacher then said the students would do the other column labeled $I can subtract 4”. The teacher said this would be the last
column and said to pick up our pencils. The student followed and eagerly waited for Mrs.Bares to start the timer. By the time
the one-minute counter went off, the student had completed five of the ten problems. When the student wrote the wrong
answer, they quickly realized and put an $X” over the wrong answer versus erasing it. The student also circled the wrong
answers with a yellow highlighter. The teacher gave the students another minute to finish the page, and the students I
observed finished before the allotted time and said a $yes” to themselves.
After everyone finished, the teacher asked the questions out loud and had the class respond as a group. The student I was
watching participated in saying the answers out loud, even though they weren"t the loudest in the room. The student then
started coloring in the picture at the top since they had all the correct answers. They scribbled to color in the Frankenstein
picture. The teacher then came over with stories to read at home and said to put them in the red folder. The student first put
away his coloring supplies, then returned to his desk to put the work in their folder. The student"s desk is turned around, so
whenever they need to get into their desk, they walk on their knees to the other side of the desk. The teacher then asked us to
put the math papers we just did in the red folder. The students were also told to put the other papers in their math folder. My
student did so and was quiet while completing the task, even though it took them a little longer to put away their things. Mrs.
Bares then asked the students to take out their whiteboards and eraser. My student took out exactly those two items. The
teacher put some base ten blocks on the projector ask asked how many were still in the bag. The student I observed was not
participating in this activity because they searched through their desk for a dry-erase marker. Occasionally they would stop
looking to direct their attention to the teacher, but they searched through their desk for about five minutes.

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

>>> Conducting the field observation was incredibly eye-opening; focusing on specific parts of the classroom
showed why students are placed in particular seats, how students engage with different lessons, and how student
behavior is handled. I resonated with the teacher I observed because we have a similar philosophy that children
are accountable for their learning. I completed my field observation during the work day, so I went in for thirty-
minute intervals for twenty days. This gave me a unique experience because I had the opportunity to perform a
focused observation each day. The first thing I noticed was the desk setup; the classroom had a nice flow, and
students weren’t bumping into each other. When interviewing Mrs.Bares, I learned that she mixes high and low
students in her desk groups to promote teamwork because everyone offers something different. Mrs.Bares also
said she tries to move desks once a month to ensure the students can work with everyone in the classroom.
Different groups seemed to do better than others; some would keep each other on track, and others would waste
time. During whole group instruction, it was hard for students to stay focused, but when doing a timed math
activity, all the students were excited to participate. Lastly, when a student acted in a manner that wasn’t
preferred, Mrs.Bares gently reminded students what to do. If the student still wouldn’t engage, Mrs.Bares would
have a one-on-one with the student before finally warning them with a demerit. Overall, this field observation was
a great introduction to the real world of teaching.

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.

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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: >>> Clarissa Browne

CSN Professor: >>> Susan Bridges

CSN Professor’s phone: >>> (248)240-0372

CSN Professor’s email: >>> Susan.Bridges@csn.edu

Student’s name: >>> Clarissa Browne

Student’s email: >>> Brownc21@nv.ccsd.net

Should you have any concerns or questions about this process, please feel free to contact the instructor directly,
or the CSN Education Department at: (702) 651-4400.

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