ASSIGNMENT 1 (Observations): After arrival, take a seat in a nonintrusive location to begin your

classroom observations. Complete the questions below:

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

The classroom is extremely warm and organized. The ceiling lights are warm and so are lamps that are
around the room. Supplies are all clearly labeled in their own color-coordinated bins and with diagrams
showing where things should be placed exactly.

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 school is pretty well equally male and female, but has what I’d guess is a 80% Latinx, 19% Black,
and 1% White population. There are many ELL students and I’ve noticed students that may be in
speech classes.

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

The Artist Pledge: As an artist, I pledge to try my best every day.

Always listen and follow directions.
Raise my hand before speaking.
Treat others and supplies with respect.
Imagine my own ideas and be creative.
Sit and stay in my seat.
Take up time to clean up my mess.

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

The teacher enforces the rules through table points that are recorded. Table points are
combined for the class to receive rewards like pencils and erasers for their 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 space is used very efficiently with the students having easy access to supplies, so that the
students don’t have to move more than 3 steps to get any supply they may need.

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

I would improve the room by removing distractions. There are many loud and bright
decorations that take up floor space as well as wall space.

ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record
your observations when presented with the questions below:
Instruction Question 1: What is the posted daily schedule for different subjects or periods? >>>

The schedule is not posted for the students because they are not in the room for the entire day.

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

Instruction is done both centers and the whole group depending on the age group.

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

His teaching style is very teacher-based.

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

When instructing, he not only tell the students what he’s doing, he shows them through a document
camera and, explains to them why he’s doing steps in a certain order.

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

The students seem very engaged. I have not seen a single student refuse to do the lesson and, for the
most part, all follow directions well.

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.  >>>

The décor for color names lists them all in both English and Spanish as well as several of the class
posters.

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

Yes. He knows exactly how long each class feels and it’s insane how well he knows what time it is
without checking the time. He seems to just have a feel for it.

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

The teacher handles transitions with alarms that both make a noise to warn the class 5 minutes before
the change as well as lights that turn on for the 5 minutes before it dismisses them. They are very
efficient, and the kids know exactly what to do when they hear them and see them.
Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they? >>>

The kids are generally listening to his voice without attention getters, but when they are needed, he
uses two: “flat tire” where the students make a hissing noise, and “eyes up” where the repeat after him.

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 teacher mostly deals with students that are wanderers. The way his class is laid out prevents the
students from wandering far because they can’t make excuses for their behavior.

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. >>>

He has the students themselves bring out supplies and because everything is easily accessible. Their
clean-up is equally as easy. This speeds up the amount of time it takes to pass out supplies and
students have more time to work because supplies and papers are passed out much quicker than they
would be without this step.

Instruction Question 12: What philosophical teaching orientation(s) best describes this teacher? Give
examples. >>>

This teacher uses aesthetics to bring joy to his classroom as well as an Essentialist teaching style. He
teaches life skills as well as behavioral skills. He focuses his curriculum around celebrating culture
through all different holidays.

Instruction Question 13: Outline the lesson plan for a teaching lesson you observed.  What preparations
in advance were need for teaching the lesson? >>>

The lesson I was observing involved pumpkins, and the rooms was so well organized that only pumpkin
templates were needed to be prepared as well as checking that he had enough supplies.

Instruction Question 14: Describe both teacher and student uses of technology in the classroom. >>>

Only the teacher used technology with his Smartboard, document camera, and use of the Amazon
Alexa.

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 has outdoor walkways with plots of trees and plant-life in between. The school is
entirely fenced in with crosswalks, gates, and the school is full of art painted on the walls.

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

The halls are outdoor with cement sidewalks between. There are very few windows throughout
the school, halls are painted with art on the walls, and the entrances are all gated.

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 mascot is a bear. I was unable to find the statement or motto for the school.

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

Staff and visitor interactions are very kind and helpful with students showing their affection and
trust for their teachers and faculty.

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 only has a bell schedule for the beginning and ending of school but does have a full
inclusion Kindergarten class. The school is short 11 teachers this year so some classes are
combined.

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

Students gather to socialize at the playgrounds.

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.
>>>

I did not find any awards or any community recognition at this school.

6. Compare and contrast the current school environment and culture with schools in the historical
past. >>>

The school is mixed race as well as has female students learning the same concepts as male
students. The school is also not a religious institution.

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 is bubbly and kind. Because he treats his students with kindness, they return it in
kind to him. He pushes for their success but also recognizes the large range of ability in his
students’ classes.

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

I did not see any students that did not participate in his class. His lessons were accessible for
every student.

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

The teacher I observed used a very gentle tone of voice and had a very high rapport with the
students. He was very well respected. Most other teachers were stricter and had a more
absolute power over their classes as well as a louder and more powerful tone.

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 SPED teacher and he loved the way she spoke.

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

The inconsistency in class sizes with huge classes and small classes.

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

The ‘aha!’ moments of learning.

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

They are randomized at first and move when needed.

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

They are determined by their individual needs.

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

Short pop quizzes are given at the end of class.

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

Only reporting progress to parents through Infinite Campus.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of
discussions do you typically have? >>>

Slim to zero parent discussions or it’s something regarding the PTO.

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

There isn’t too much. It’s mostly when projects are complete every few weeks.

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

Fairly short since most curriculum was created years ago.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>
 The students are to collect and clean up themselves because more hands is better.

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

Table points. Each class has table points and at certain landmarks, they get a small gift.

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

The specialist teachers are quite separate from the homeroom teachers due to specialists sometimes
taking on two classes at a time.

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

Once a year I am observed with a rubric.

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

I’m unsure as it has never happened.

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? >>>

Not much comes from the school itself. Most support comes from other art teachers.

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

How hard it is to keep a healthy work/life balance.

Interview Question 18: What collaboration and planning do you do with your grade-level team or
subject-department? >>>

It isn’t often, but I do meet up with other art teachers to discuss plans.

ASSIGNMENT 6 (Observing a student): Discretely observe one student in your assigned classroom
during an extended period of direct instruction.

Detail what was going on in the environment, and what you observed the student doing while the lesson
was being given. Make sure to document ALL behavior in relationship to what was being presented by the
classroom teacher. Please describe the setting, the lesson that was given, if the student was on task and
engaged in the lesson, and what you uncovered about putting yourself in a lesson from the student’s point
of view. >>>

The teacher was teaching a group of Kindergarteners at a table center. He was instructing
them on mixing orange and how to mix colors as well as use a paintbrush.

The student’s eyes were darting between the teacher and their peers, following the teacher’s
instructions, and repeating back to him slightly after their peers. After they saw that their peers
were following along well, they brought their full focus back to their teacher, nodding when he
asked “yes-or-no” questions.

The student continued to stay on task after the teacher ‘set them free’ to work independently
before moving to their next center.

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

>>>

I have really enjoyed my Observation! Seeing such a different demographic to my own school’s was
intriguing as well as enlightening. It was amazing bouncing ideas off my teacher buddy and getting his
input. I told him of the things that I observed his students do and he did a great job of describing the
population that he attends to.

Seeing his room helped me to truly visualize the best way to organize my classroom as well as what I
want to include, modify, or omit from my classroom. My observation partner also explained to me what
things he really enjoyed about his classroom as well as what hasn’t worked so well, and he had to
remove or has been left unused.

I also saw what a full-inclusion class looks like and what types of lessons I can do with a group like that
as well as lessons for kindergarten classes.

The kids were super sweet with several of them deciding that they had taken a liking to me because I
knew Mr. Kiczek and they trusted him.
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 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 Professods 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

Professional appearance, adherence to CCSD dress code

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