CSN Education Department - Alternative Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 201, 202, or 203 is the opportunity you’ll have to observe in a
school classroom where students are actively engaged in learning. Each of these three CSN courses
require students to complete a 10 hour "Field Observation" in a Clark County public school. If CDC
Guidelines for Covid-19 prevent you from physically attending a school campus during the current
semester, this packet will offer the alternative experiences required to satisfy your “Field Observation”
requirements for this class virtually.

If possible to pair you with a cooperating CCSD teacher, your placement will be processed by CSN’s
observation coordinator, and you will receive details regarding your assigned school from your CSN
professor. Only then, will you contact the school and meet virtually with your assigned 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 that you must complete in
order to pass this class.

Your Name: Jael Flores

CSN Course: Elementary Education 201

Professor:

Professor’s email:

CCSD School: College of Southern Nevada

Cooperating Teacher:
DEPARTMENT OF TEACHER EDUCATION FIELD EXPERIENCE GUIDELINES

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

Attendance and Punctuality

Regular attendance and punctuality are mandatory. Once you determine a schedule with your cooperating
teacher, this becomes an agreement in which you are expected to adhere to. You are expected to login and
log-off to virtual meetings at the scheduled time. In case of illness or emergency that would prevent you
from joining a scheduled class virtually, you must contact the cooperating teacher a minimum of 3 days in
advance to let them know you will not be in attendance on that day.

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 includes CSN students contacting
CCSD students in person, through 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 adopted the CCSD dress
code for students fulfilling their observation requirement in the assigned school district. Appearance
creates credibility; make a good first impression by dressing professionally, even when meeting virtually.

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
Required Acceptable Attire: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. *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 while at the school.

CCSD WAIVERS
Review the terms of the CCSD Waiver Forms provided by your instructor.
“Student Statement of Responsibility” (Exhibit B)
“Student Confidentiality Statement” (Exhibit C)

These 2 waiver documents MUST be agreed to in order to secure your observation placement. While
submitting your Field Observation Request, you will be prompted to check that you have read the waivers
and that you agree to the terms. Completion of the CSN Field Observation is a PASS/FAIL component of
the course.

ONCE YOU ARE ASSIGNED A COOPERATING TEACHER WHO IS DISTANCE LEARNING

1. Pre-plan for initial contact with the school you are assigned and make sure that all interaction with
CCSD employees and students is respectful, courteous, and professional. You are a representative of this
class and the college. CCSD is allowing you to observe their teachers 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. The school will select a teacher for you to observe and provide you with
their contact information.

2. The first half of your field observation/experience will be centered around learning background
information 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 virtual classroom at
the school level that you were assigned. You are simply observing during this time. Your cooperating
teacher may give you guidance on how your experience can be expanded beyond simple observations, if
he/she feels comfortable with your professionalism and skills.

3. Contact your Cooperating Teacher to introduce yourself. Since this is your first contact, ask the teacher
for the necessary information to access their virtual classroom, and when the live sessions occur that they
would prefer you to join. Share this “Field Observation Activities Packet”, with your cooperating teacher
as well as the last 3 pages which contain the “Cooperating Teacher Information”, the “Time Log” and the
“Field Observation Student Evaluation”. Let the teacher know that you will be taking notes during the
observation for your packet assignments, that you will be asking them to verify your hours of attendance,
and evaluate your participation once the total observation hours are complete.

4. When logging in with your cooperating teacher and their students during a virtual meeting, it is
recommended that you keep both your microphone and video camera OFF during the observation, unless
the cooperating teacher directs you to speak or be seen while observing. In that case, make sure your
home workspace is void of background distractions, or anything in view that may be considered
inappropriate for students to see. Your online attire should be the same as if you were visiting the school
in person. Employ the use of typical lighting and image framing to make the most of your broadcast. The
typical “Rule of Thirds” works well, whereby the camera height is adjusted so that your eyes are
positioned in the top third of the window. Front lit subjects look better on screen than being backlit by a
window or artificial light.

THE FIELD OBSERVATION PACKET ASSIGNMENT DIRECTIONS

Read through all the assignments and take notes during your observation visits. You will gather
information on more than one assignment during an observation. Then, using your notes answer the
questions for each assignment.

• All assignments must be word processed. Your detailed responses to assignment questions must
demonstrate careful analysis of the questions and the observation information.

• Questions and their responses must include thorough explanations and examples from the classroom
observation. All responses must be written as complete sentences.

Include the question number, along with your response as a short essay response as in this sample below:

Assignment #2 - Question 1: What is your first impression of the classroom

environment?
Response: “The classroom environment is friendly and welcoming to the students and
seems a fun place to learn. The classroom is decorated with the students’ work, interesting posters
and the teacher shows respect to the students.”

When it is time to submit the Field Observation Packet for grading, these items must be included:

• The cover page of the Field Observation Packet

• All observation assignments

• Time Log verifying hours spent within virtual meetings

• The Cooperating Teacher Evaluation

THE FIELD OBSERVATION ASSIGNMENTS: Cooperating Teacher assigned to CSN student

ASSIGNMENT #1 (Culture): Using the questions below, carefully observe and evaluate the culture of
the school. School culture refers to the way teachers and other staff members work together and the set of
beliefs, values, and assumptions they share. A positive school climate and school culture promote
students' ability to learn. 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. Use online resources such as your assigned school’s CCSD webpage,
http://nevadareportcard.nv.gov/di/, https://www.publicschoolreview.com, and
https://www.greatschools.org/nevada/las-vegas/ to answer the following questions.

Physical Characteristics: Look at a picture(s) 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. Describe in detail.
The school is closed gated and the kindergarten separated from the first grader and 5th
graders. The atmosphere is very comfortable and it looks really peacefully.
2. Next, (if available) study the interior of the school: halls, floor coverings, lighting,
doors, windows, hall colors and decorations and entrance security. Explain in detail.
Everything inside the school is very well done and everything is fixed.

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

1: What are your first impressions of the school? Enrollment, graduation rate, proficiency
rates, student/teacher ratio etc.
I went to this school since I was little and I got the chance to observe it and I my first
impression is that its well decorated and still looks good from the moment that I went there.

2: Please describe the student make-up of the school, including gender, ethnicity, students
with disabilities, ELL students, and any other attributes that are important to note you found.
There is a good amount of students that go to that school with different gender, race and
students with disabilities.

3. Explain the school’s mission/vision statements, motto, and mascot.

The schools mission is to have all the students graduate and pass and succeed with good
grade and the school mascot is an eagle.

4. 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.

5. Briefly describe three other pieces of information that can be found on your assigned
school’s website.
In the Iverson website they state that “ the community creates excitement for learning by
providing rich educational experiences in a safe and positive environment by meeting the needs
and developing the potential of all our students we are preparing them to move confidently into
the future with courage, strength and grace like eagles.
Culture of the Classroom: Each classroom has its own culture and way of life.

1. What are the teacher’s expectations for learning and success?

Teachers have high expectations for learning and success for their students, these
expectations can vary depending on factors such as the Childs grade level, subject area. Teacher
expect students to master the content and skills for their grade level or subject as well with
knowledge, developing critical thinking skills and teachers encourage their students to strive for
continuers improvement.
2. Evaluate the level of student participation in the class. Who participates? Who does
not?
The level of participation in class is not to many as it is through zoom, Mostly girls are
the one who are participating in the classroom and having their cameras on and as for the boys
some of them are participating but not wanting to turn on their cameras.
3. Evaluate the interactions between teacher and students, rapport, cohesiveness,
distribution of power, teacher personality.
The interactions between the teacher and the students are smooth the teacher talks to the
students nicely at first but once they dont listen and she talks a bit more strict through the
students.
4. Observe student-to-student interactions, inside and outside of the class. Are they using
any chat features to communicate with each other?
As I had to observe through zoom the students were only able to chat through a text box.

ASSIGNMENT #2 (Observations)

1: What are your first impressions of the virtual classroom environment? Is it warm,
inviting, organized, etc? Describe the virtual environment in detail.
The virtual classroom environment was warm and welcoming atmosphere, similar to a
physical classroom. In which it invites more colors into the classroom such as friendly greeting
and personalized touches that made the students feel valued and included. The virtual classroom
was well organized as well and made it easy for students to navigate to find resources when the
teacher would share some of the websites. It looked stressful at some points when some of the
students wifi were bad.

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.

3: Are their posted class rules or course expectations? If rules/expectations are posted
write them exactly as they appear.
 4: Does the teacher enforce these posted rules/expectations? What rewards or
consequences are used for compliance or noncompliance? The teacher consistently reinforce the
posted rules and expectation by reminding the student regularly both verbally and through written
communication. She also provides feedbacks and encouragement to the students who demonstrate
compliance with the rules and expectation and for the rewards the teacher by verbally praising
them, giving them stickers, bonus points or the treasure boxes.

5: What is the posted daily/weekly schedule for different subjects or periods?

6: Do you see evidence of the school’s mission/vision statements in the virtual

environment?
Overall the evidence of the schools mission and vision statement in the virtual
environment can be observed of the virtual learning experiences with the schools overacting goals
and priorities.

ASSIGNMENT #3 (Classroom Layout): Take screenshots of the learning management system used by
the teacher (Canvas, Google Classroom, Seesaw etc..)

>>>INSERT YOUR SCREENSHOT HERE<<<

1: Describe the workflow of the online environment. Is the space and time used
efficiently?

2: In your opinion, how can the virtual arrangement of the room be improved?
Improving the virtual arrangement of the room in a virtual classroom can enhance the
learning experience and student engagement. Ensure that all students an easily see and access
important resources such as the teachers zoom and sharing screen content and chat window. As
well to the virtual background or themes that reflect the subject matter or learning objectives of
the lesson. Make sure the students can easily navigate the virtual classroom environments and
access important resources.

ASSIGNMENT #4 (Instruction): Observe any instructional time with your assigned Cooperative
Teacher, and record your observations when presented with the questions below:

1: Is instruction delivered in small groups, centers, whole groups, individually?

When the teachers give instructions she gives it to everyone all together as a group and
explains it better.
 2: Describe your cooperating teacher’s teaching style.

3: How does the teacher incorporate the sensory modalities (learning styles)? Give
examples. For visual learners the teacher use visuals aids such as diagrams, charts, maps, videos ,
and slideshows and for the learners who prefer to hear the teacher use verbal explanations,
lectures, discussions, audiobooks. She use different teaching methods into making sure the
students all learn and feel comfortable.

4: Do the students seem engaged in the lesson(s) presented? Please explain.

The students through the zoom class sometimes seemed interested as it was hard for them
to understand because of their wifi that wasn’t good or because they just weren’t paying attention
as they were in class.

5: Are there any students isolated or not present/participating in the class? Explain?
No there was no students being isolated the teacher would make the student participate at
least in something from the class.

6: How does the teacher handle absences from the class?

She takes attendance and those who didn’t make it to class, she class them just to let them
know that they were missed in class

7: How does the teacher handle transitions from subject to subject or activity to activity?
Are the transitions efficient?
When the teacher does a transition from subject to subject or an activity she put them a
video to take a break and have them dance to keep them entertain. Then while the video is on she
start getting the activity or subject ready on the zoom

8: List ways the teacher uses “attention getting” commands, word phrases, signals, etc.
Are they effective?
The teachers use attention getting in many ways such as clapping her hands and saying
ears on and another one she uses is may I have your attention please and pay attention . They
work on the students because the listen when the teacher call them out.
9: What specific behavior issues does the teacher have to deal with? How does the
teacher handle the behavior issues? Be specific.
Overall, though my observation in the class I was able to see only good behavior I didn’t
see one time that the teacher had to scream or tell. Student to behave they all listened.

10: Are there any policies or procedures that help or hinder instructional time? Please
explain them and how they help or hinder instructional time.
No

ASSIGNMENT #5 (Observing a student): Discretely observe one student in your assigned classroom
during direct instruction.
 1: What drove you to choose this student?
What drove me to chose this student was because he was a very quiet, and would
participate and would always do his homework and turn in his work on time and would help
others students out when they didn’t know.

2: Explain what the student did during the observation.

Durning the observation there was a student who didn’t know how to solve a problem
and didn’t want to ask until the other student he took it out of his time to help another student
seeing how much he was struggling.

3. Summarize the lesson given and the student’s responses to the lesson.

4. Make sure to document ALL behavior in relationship to what was being presented by
the classroom teacher.

5. Please describe what you discovered about the student’s learning styles, involvement in
class, and his/her educational needs.
Some observation that I did was that the students behavior, interactions and engagement
durning class activities and how they respond to different instructional approaches towards their
preferred modes of learning and any challenges they may encounter.

ASSIGNMENT #6 (Cooperating Teacher Interview): Arrange for a convenient time to interview your
cooperating teacher either on the phone or by video conference. Ask the questions below. Include any
school document, handouts, etc. the teacher provides..

1: What was the primary reason you became a teacher?

The primary reason why I became a teacher was to comprehensive understanding of the
students learning styles, involvement in class and educational need and strategies and intervention
to support their learning and promote their academic success.
2: What are the main challenges you face as a teacher?
Teachers face a variety of challenge in their profession in which can vary depending on
factors such as the grade level Building positive relationship with the parents caregivers and
community members is crucial for student success and support. These challenges can be daunting
and can present opportunities for growth.
3: What is the best part of being a teacher?
The best part of being a teach is the profound impact you can have on the lives of your
students as a teacher you have the unique opportunity to inspire, empower and guide fund mind
on their educational journey. Whether is helping a struggling students grasp a difficult concept,
witnessing a students or celebrating a students success and achievement and the joy of seeing
your student learn, grow and succeed is immeasurable.
4: How do you determine where students sit in class?
Determining where students sit in class is a strategic decision that can impact classroom
dynamic students engagement.
5: How do you select members of any flexible groups?
Selecting members of flexible groups involves strategic consideration of various factors
to create balanced and effective groupings that support collaborative learning and achievement of
instructional goals.
6: How often do you interact with parents in person? What are the main reasons for
interactions with parents?
Overall in person interactions between teachers and parents can vary depending on
several factors, including school policies, individual teachers practices and the needs of students
and families.
7: How much grading do you complete on a daily/weekly basis?
The teacher does the grading on the weekly
8: How long does it take to prepare lessons for the day/week?
A week or even sometimes a day depending what the lesson plan has to be about
9: What procedures or strategies do you use to maximize instructional time?
30 minutes
10: What positive reinforcements have you used successfully? What behavioral
consequences seem most effective with this age group?
Positive reinforcement and effective behavioral behavioral consequences are essential
tools for promoting positive behavior and creating a supportive learning environment.Verbal
proving specific immediate verbal praise for desired behaviors can be highly effective with
younger students. Acknowledge and affirm students efforts and achievement and positive
behaviors using positive and encouraging language.
11: How are specialist teachers involved in your instructional planning and process?
In many educational settings specialist teacher play a valuable role in supporting
instruction planning and process by collaborating with classroom teachers to enhance the learning
experience of students. Classroom teachers and specialist teacher may participate in collaborative
planning meetings to discuss curriculum goals.
12: How often are you evaluated, and what measurement tool is used by the
administration for determining your teaching performance?
 Its important to note that evaluation process and measurement tools may vary widely
depending on local policies, state regulations and agreements. Evaluations should be conducted in
a fair, transparent and supportive manner wit a focus on continuous improvement and
professional growth for teachers.
13: What consequences are there if your evaluation is not favorable?
14: What surprised you most about teaching as a profession?
15: What drives their lesson plans? What standards do teachers use during lesson
planning?
16: If they are teaching at a Nevada Charter school, are there lessons prescribed from
core standards or from other resources?
17. How do you accommodate ELL, GATE, General Ed and Special Education students?

ASSIGNMENT #7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field
Observation. What did you observe, learn, realize about teachers, students, instruction, the school
environment? How has this observation better prepared you to understand the teaching profession? How
does the observation relate to the text information and class activities? What specific ideas on teaching
will you remember to include in your classroom?
_____________________________________________________________________

Remember that before receiving the final grade for this EDU course, the CSN student must submit the
completed Cover Page, Field Observation Activities, Time Log, and Student Evaluation to the CSN
instructor for grading.

The cooperating teacher must also email the instructor to confirm the successful completion of the
observation. The student is required to provide the CCSD cooperating teacher with their CSN professor’s
email, so the cooperating teacher can send an email to verify that the student has successfully completed
the 10 hours of observation. The instructor’s email must be provided on the first page of this packet, and
on the next page for the cooperating teacher.

Remember that completion of the Field Observation is a PASS/FAIL component of the course. Students
must save this completed packet in digital form, and as a hard copy for the Education Department’s
capstone course, (EDU 299) Education Portfolio or (EDU 220) Educational Psychology
COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS - VIRTUAL

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: EDU 20____ Introduction to
__________________ 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 virtual 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 10 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 _____ can be assigned, the CSN professor MUST receive your official
email verification that the student successfully completed the 10 hour observation. Please also “cc” the
student on this email. The student WILL NOT receive a final grade in the course until the email is
received from you.

CSN Course # & name: EDU ______ Introduction to __________________ Education

CSN Professor:

CSN Professor’s phone:

CSN Professor’s email:

Student’s full name:

Student’s email:

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 - VIRTUAL MEETINGS

CSN Student:

CSN Instructor:

CCSD School Assigned:

CCSD Cooperating Teacher:

CCSD Grade/Department:

CCSD School Principal:

CCSD School Phone: (702)

Date Log On Log Off Hours

 Total Hours

CCSD Teacher Signature: _________________________ Date: ___________________

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. Return this page to the student along with their Time Log to be submitted to the instructor with
the completed Field Observation Packet.
Enter the appropriate “Performance Indicator Score” in the spaces below

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

_____ 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
Comments:
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Cooperating Teacher’s Signature: __________________________________ Date:__________