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CSN Education Department - EDU 203 Special Education

10 Hour Field Observation Activities Packet

Greetings Future Educator,

One of the most rewarding aspects of EDU 203 is the opportunity you will have to actually
observe students in a classroom setting. This CSN course requires all students to complete
a 10 Hour Field Observation in one of the Clark County School District schools. Once your
placement is processed, you will receive details regarding your specific assigned school from
your CSN instructor. You will then contact the school and meet with your cooperating teacher.
Both you and your cooperating teacher will design a mutually agreeable schedule to complete
your required contact hours. Within this packet, you will find the required experience
assignments and field documents that you must complete in order to pass this class.
**Read this entire packet prior to making your initial visit.

Students Name: __Sariah Gresham______ CSN Course: ___EDU 203 - 1001_________

CSN Professor: ____Leytham_______ Professors email: _patrick.leytham@csn.edu_____

CCSD School: _Dean Allen ES_________ Cooperating Teacher: __Ms. Johnson_________

IMPORTANT NOTE:
Save this completed packet for your Education Capstone Course, (EDU 299) and pay
particular attention to items marked with an (*asterisk) as these will be especially helpful in
completing your Classroom Management, Diversity, and Differentiated Instruction presentation
in EDU 299. Your CSN instructor will let you know whether you will be handwriting directly in
this packet, in a separate reflective log, or word processing response to the following
requirements and assignments.

BEFORE ARRIVING ON THE FIRST DAY...


1. Contact your assigned school by telephone and ask the office manager, or other
contact person, for your cooperating teachers contact information. Ask for the best day/time to come
and meet your assigned cooperating teacher. School phone numbers, locations and other information
can be found on the CCSD web site at http://ccsd.net/schools/
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10 Hour Field Observation Activities Packet
2. Preplan 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
CSN class and institution. The school is allowing you to visit to further your understanding of the
profession. It is imperative that your actions reflect a willingness to learn, and are reflective of a future
professional educator.

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

IMPORTANT NOTE: INITIAL SCHOOL VISIT


1. The Initial Visit must take place during the week designated by your Instructor.
2. Must report back to your instructor as soon as possible, the plan for completing the 10
Hours of Field Observation.
3. Must turn in your entry letter at your assigned school, to the Office Manager, at your initial
visit.

UPON ARRIVAL THE FIRST DAY


1. Introduce yourself. 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 Special Education class.
2. Show the teacher this Field Observation Activities Packet, your Field Observation Time
Log and Cooperating Teachers Field Observation Student Evaluation pages.
3. Let the teacher know that you will be asking him/her to verify your hours of attendance each time
you visit, and grading you after the observation hours are complete.
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CLASSROOM ENVIRONMENT (Observations): After arrival, take a seat in a nonintrusive


location to begin your classroom observations. Consider/Complete the questions below:

Observation 1: What are your first impressions of the classroom/school environment? Warm?
Friendly? Organized etc? Describe the physical environment in detail.
The classroom was very colorful and student centered. The school had lots of
random hallways.

*Observation 2: Please describe the student make-up of the class, including gender, ethnicity,
ELL, students with physical challenges, and any other apparent attributes that are important to
note. There was only one girl in the special education class. Almost all the children were

white and none had a visible physical challenge.

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10 Hour Field Observation Activities Packet
*Observation 3: What are the posted class rules in the room? (exactly as written)
Her sign said: Is someone in danger? Is someone hurt? Did I try to solve the problem
on my own? Am I minding my own business?

*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
used for compliance or non-compliance.
Ms. Johnson did enforce the rules. She gives stamps on a smily face paper as reward
for good behavior. When a student is having a hard day, she puts them in think tank to
have a moment to gather themselves.

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.
(THIS DOCUMENT APPLIES WHEN IN A REGULAR EDUCATION CLASSROOM)

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently? Are there any improvements you would recommend?
The classroom didn't have a flow. I personally would arrange the tables differently
Classroom Layout Question 2: In your opinion, are there any concerns regarding safety
during a normal school day or during the possibility of fire, shelter in place, or lock-down?
I dont think there is a safety concern. Everyone should be able to exit safety in case of
a fire.
INSTRUCTION: Observe any instructional time in your assigned classroom, and record your
observations when presented with the questions below:

Instruction Question 1: What is the posted daily schedule for different subjects or periods?
There wasn't a posted schedule.
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
It first starts the lesson in a whole group then they break into small groups for review
as the teacher works with some individually.
Instruction Question 3: How would you describe your cooperating teachers teaching style?
Ms. Johnson uses the overhead a lot but its casual and caring. She makes sure no
one falls behind.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples.
She uses pictures and visual aids. Kids were able to have their own books.

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
It was a rough start but for the most part the whole group was in engaged.

*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
One boy was working with the teacher assistant alone because they were going
over his teachers lesson for review and better understand so he doesn't fall behind in
his general class. He later joined the whole group.
Instruction Question 7: Is individualized instructional time managed efficiently? Please
explain.

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10 Hour Field Observation Activities Packet
He finished his work but it seemed like most of the alone time was spent working
against the teacher assistant. The student got very distracted since he was the only
one working on a different assignment while Ms. Johnson was presenting a lesson.
Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
Kids come in the special education classroom on time and well behaved. When
transitioning the teacher changes where they are sitting or the lighting. For example
when they were reading as a whole class they were sitting on the floor in a group with
the lights off looking up at the overhead and to began class work the teacher turned
the lights on and had them to move to their table seats. I believe it was effective since
it was like a mini refresh for the children.

*Instruction Question 9: List ways that the teacher attempts any attention getting
commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
Ms. Johnson used many different ways to gain attention. She sang a music note,
told kids to shake then relax, called them by name, or would say eyes on me 1,2,3.
They were effective most of the time.

*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.
Behaviors dealt with most is students not paying attention, losing track, tattle telling,
or students getting frustrated. The teacher reinforces good behavior by putting
stamps on a smiley face paper after getting a certain amount of stamps kids earn the
chance to pick a prize from the treasure chest. She also uses the think tank as
mentioned earlier.

*Instruction Question 11: Are there any policies or procedures in place that help or hinder
instructional time? (Examples: Stoplight- (Red, Yellow, Green), clickers, happy/sad faces etc.
are students allowed to bring home unfinished work to complete as homework, is daily
homework assigned) If so, explain them and how they help or hinder use of instructional time.
When its the end of class students clean up, turn in work, and line up at the door
waiting to be dismissed. Teacher helps students one on one if they fall behind in class so
they rarely have to take it home.
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10 Hour Field Observation Activities Packet
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 was clean, had two playgrounds, small parking lot, wire fence around the
whole property. It was kind of a small school.
2. Next, study the interior of the school: are hallways/classrooms labeled, halls, floor
coverings, lighting, doors, windows, hall colors and decorations and entrance security.
There were a lot of short random hallways. The beginning of the main hallway had a
large window showing a pretty outdoor quad thats within the school. Only some
classrooms were labeled.
Culture of the School: Read, listen and observe to determine the climate, values, and
atmosphere within the school.

1. Identify the schools mission statement, motto, and mascot.


The motto is winners for life. The mascot is the mustangs. The mission
statement is creating partnership between school, home, and community
providing a nurturing environment in which individuals can reach maximum
potential educationally, emotionally, and socially.
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school. (Example: teachers lounge)
All interactions were very friendly and talkative. Even students wave, say hello,
and ask faculty how are you.
3. Observe student-to-student interactions, inside and outside the building.
Observe where students gather to socialize lunchroom, halls, playground, etc.
The children were very friendly to each other. I saw them helping each other and
socializing.

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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.
I noticed lots of different signs posted around school for clubs such as Lego club
and Walking club. There were school trophies in a glass case outside the front office.
C. 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.
Ms. Johnson expects all students to finish their daily school work and to
participate in the lesson. She was friendly and has a caring tone of voice when helping.
She personally gave me lots of information, encouraging me to ask questions.

*2. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements. Who participates? Who does not?
The students show respect and were responsive. The teacher has a caring voice but
knew when to be assertive to gain attention back.

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?
She started as a nurse in her early 20s while she got her bachelors in political
science. She looked for jobs in public service, which lead her to becoming a special ed
teacher later in life. She stated that she wanted to give back to the community.
Interview Question 2: What is the main challenge(s) you face as a teacher?
Time is her biggest challenge. She feels that she doesn't have enough time to do
everything that is required by law. She wishes to provide more diverse lessons to reflect
our diverse community.
Interview Question 3: What is the best part(s) of being a teacher?
The best part is the joy of seeing the children feeling accomplishment and gaining
more confident after seeing that they can do a good job and reach goals.
Interview Question 4: Beyond standardized testing, what assessments do you use regularly?
How do assessment results determine flexible grouping?
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She uses informal and formal assessments such as school work samples.
Different groups are based on abilities on certain subjects such as reading and math.
Interview Question 5: What requirements are placed on you for reporting progress to
parents?
Only quarterly IEP progress reports are required however she gives out her cell
phone number and gives out weekly summary of each subject for each student to keep
open communication.
Interview Question 6: Describe the interaction and discussion you have with a students
parents?
They have open communication, mutual respect, and work as a team. Parents
always seem concerned about their childs eduction.
Interview Question 7: What type of discussions do you typically have with parents?
Discussions are about homework or behavioral issues.
Interview Question 8: How much grading do you complete on a daily/weekly basis?
She told me that usually assignments are graded as soon as they are finished on a
daily basis.
Interview Question 9: How much time does it take to prepare lessons for the day/week?
She spends hours, two weeks in advance to plan and gather materials for lessons,
striving for touch stimuli. Its a good idea to plan lessons ahead of time during summer
break.

*Interview Question 10: What procedures or strategies do you use to maximize instructional
time?
Her best strategies is using a timer and daily reviews of the lessons. For example
one student needed to finish his math worksheet so she set a timer for him of 15 minutes.
When the 15 minutes was up, she offered him 5 more minutes which helped him stay
focused and finish his math.

*Interview Question 11: What positive reinforcement programs and behavioral consequences
seem most effective with students?

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Ms. Johnson reinforces good behavior by putting stamps on a smiley face paper
after getting a certain amount of stamps kids earn the chance to pick a prize from the
treasure chest. This seems to be her most effective strategy.
Interview Question 12: How are specialist teachers involved in the instructional planning
process?
She wasn't sure how to answer this question since no specialist teachers are
involved in her instructional planning.
Interview Question 13: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
Once a year she is evaluated using the Nevada Educator Performance Framework.
Interview Question 14: What consequences are there if your evaluation is not favorable?
If you have a poor evaluation, you will either be required to go through retraining
or possibly fired.
Interview Question 15: What types of support do you receive instructionally, financially or
professionally from the school, parent organization or school district to enhance instruction?
She has a teacher assistant to help her with instruction and more.

CLASSROOM INTERACTIONS:
Teacher Exchange Directed to Boys vs. Teacher Exchange Directed to Girls.
Record tally marks for a 20-minute period when direct instruction is taking place. When
interaction is between the teacher and any male student, add a tally mark. Do the same when
teacher interaction is between the teacher and any female student. Record your tally marks in
chart form, and then summarize your findings in one paragraph.

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*Summarize your Classroom Interactions data from above:
___Only one girl in the whole class of 5 students. Ms. Johnson calls on every student at

least once to participate in the lesson by answering questions. Students not listening
are called on more often to help them gain focus. The teacher moves to each student
that needs one on one help. Students also work together reading in groups of two. The
girl required more teacher attention than her male classmates. _________________

ADMINITSTRATOR INTERVIEW QUESTIONS: IF YOU HAD AN INTERVIEW WITH AN


ADMINISTRATOR, WHAT 5 QUESTIONS WOULD YOU ASK AN ADMINISTRATOR
REGARDING HIS/HER ADMINISTRATIVE POSITION? (QUESTIONS REQUIRED)

The prewritten student created questions are mandatory for credit, and a Principal/
Assistant Principal/Dean interview is optional but strongly encouraged ONLY IF IT
CAN BE ARRANGED. (Example Open Ended question: What are the most important qualities
you look for in a newly hired teacher?)

Question # 1: Whats the best part about your job?

Being able to work with kids of all ages, seeing them process as they get older
plus interacting with all the teachers.
Question # 2: How did you fall into this position?

He was a teacher for seven years then a counselor for another seven years which
is what helped lead him into his current position.
Question # 3: What qualities makes a successful teacher?

What makes a good teacher is being excited about teaching, dedicated, and
flexible to the different types of children.
Question # 4: How has your past employment helped you currently?

Mr. Skinners past employment has helped him be more understanding and
empathic. He states that its a hard work being a teacher.
Question # 5: What qualities do you strive for?

He strives to be helpful, supportive, and be viewed by teachers as their team


member.
Interviewed school administrators name/title: Mr. Skinner/assistant principal
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SPECIALIST CLASSROOM OBSERVATION: This is optional: Remember some schools do not
have these programs. Specialist classroom visits are strongly encouraged ONLY IF THEY CAN BE
ARRANGED. Make sure you get permission from your cooperating teacher, as well as the lead teacher in the
specialist, GATE/AP, or special education room.
A) Ask permission from your cooperating teacher to accompany the students and
observe one or more of the specialist classes (Art, Music, Library, Humanities, and PE)
they attend, or a different middle/high school subject the same students attend within
your cooperating teachers grade level team.

1. Do the students participate or behave differently in these classes in comparison to


their regular academic/cooperating teachers class?
Children are more talkative and kinda wild. They clearly feel less restricted
as some are randomly standing.
2. Does any student seem to have a particular talent? Describe.
Lots of the students had great drawing skills, adding depth and use of
bold colors.
3. What is the curriculum like in comparison to the regular education (cooperating
teachers) class?
Curriculum is meant to be fun but still are expected to make efforts to
improve their skills. The teacher advised students to make the sky and land line
meet.
4. Describe the specialist teachers instructional style.
She was flexible, not strict. She lectured but also was great about
discussing with students independently.
5. What different strategies do you notice this teacher using that are successful?
Kids freely would come up to her at any time, openly. They felt very
comfortable talking to her about any concerns or questions.
6. What are the challenges the specialist teacher has to deal with?
Some children wouldn't put in any effort felt like the class wasn't important.
7. How are student needs being met?
They had all the supplies needed and knew exactly where it was for them to
reach it. Students started their work without having to be instructed to.

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OBSERVING A STUDENT: Discretely observe one student during an extended period of
direct instruction in the classroom. Summarize what the student did during the observation,
making sure to document ALL behavior. Detail what was going on in the environment, and
what you observed the student doing while the lesson was being given. Please summarize 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 students point of view.
(You may print and submit a hand written summary or electronically submit a one-page
document.)

___I will be calling the student I observed Jane for privacy. Jane first starts class coming

from lunch and recess, handing me a blue bead without saying a word just smiling. She

goes to sit in her assigned seat, thinking to herself as Ms. Johnson gets ready for the

counting placement value lesson. Ms. Johnson has to help Jane get her math worksheet

out, since she was day dreaming while her classmates got their papers out. The student

entertains herself by talking to herself at the beginning of the lesson. Teacher notices

Jane isn't paying attention so Ms. Johnson instructs her to count with the rest of the

class. Jane quickly leans forward out of her seat as if she is looking for something on

the table then slowly sits back down to began listening to the lesson. She sits quietly

listening and counting along with the class. As Ms. Johnson deals with another student

who isn't doing his work, Jane sits patiently waiting for one on one time with her. When

Ms. Johnson does come around, Jane counts well and confidently. As the teacher

moves on to the other students, Jane just sits and waits again for a few minutes. She

then looks over her paper for a few seconds before she starts waiting, daydreaming,

and watching fellow classmates. After a while the teacher is done helping other

students, she puts Jane on track to doing her work. Jane finally starts working on her

math independently. Ms. Johnson asked if she needs help and she declined. Ms

Johnson replied by it doesn't seem like it and politely helped her on track of counting

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hundreds. After a few minutes of working, the student goes back to waiting,

daydreaming, and talking to herself. After one classmate gets free time for finishing his

work, Jane watches him for a few seconds then thinks to herself for a moment before

continuing her school work. Her teacher calls her over to work in a small group with the

teacher and one other classmate. Jane answers questions correctly gaining praise.

After the group work Ms. Johnson instructs her to finish her work sheet independently.

After Jane returns to her assigned seat, she works attentively. I could hear her counting

to herself. She soon returns to Ms. Johnson for her to review her worksheet. Ms.

Johnson gives her a short review stating, We are counting not adding, redo the last two

questions. Your so smart. Jane quickly finishes the last problems to return to Ms.

Johnson asking, Are you happy? Ms. Johnson tells her yes which causes Jane to jump

up and down saying, stamp. Ms. Johnson replies, Yes, you can get a stamp. Jane

receives her stamp before she gets her own free time. _________________________

SUMMARY:
Using the information in this packet, thoroughly summarize and reflect upon your entire
10 Hour Field Observation Placement. (You may duplicate this page and submit a two to three
page hand written summary or electronically submit a two to three page summary.)

EDU 203 Special Education Course Summary

Student Name:__Sariah Gresham __________________________________

Date Submitted:_____The day started after signing in, getting lost in the many hallways

looking for Ms. Johnsons class room. We had a very friendly introduction and I quickly

began observing her class as students came walking in from lunch. A lesson begins for

for students of different grade levels and work paces. It feels sightly unorganized but

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still a comfortable and respectful environment. All the children clearly respected Ms.

Johnson, just as she seemed to genuinely care and respect them as well. It was a small

school, low transfer rates and many had siblings that went to the small school years

before. As a small community it appeared that all faculty knew each other and

communicate frequently. Teachers working as a team is good to see since students are

learning from all of them. All teachers do struggle with keeping their students attention

but there are strategies to help improve that. For example one strategy is to mix up your

teaching style by moving from teacher-centered learning to student-centered active

learning. Not only are school faulty part of the student learning team but so are the

parents. Its best to keep open communicate with parents/caregivers. Being a teacher

isn't only about improving a students current progress but effecting their progress for

later in life. ______________________________________________________________

Before final grading for the EDU 203 SPED Course can occur, the CSN
student must submit:

> Field Observation Activities Packet, And / Or, Summary Document as directed by
your Instructor
> Validated Field Observation Time Log
> Completed Field Observation Student Evaluation sheets
> The CCSD cooperating teacher must also email the students CSN Instructor before
the final exam date. The instructors email can be found on the first page of this
packet. (pass/fail for the student).

STUDENT IMPORTANT NOTE:


Remember to save this completed packet in digital form, or as a hard copy for your
Education Capstone Course, (EDU 299)

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