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 require
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: Hailey Peck

CSN Course: EDU 203 Introduction to Special Education

Professor: Susan Bridges

Professor’s email: susan.bridges@csn.edu

CCSD School: Roundy Elementary School

Cooperating Teacher: Marley Pichardo

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

BEFORE ARRIVING ON THE FIRST DAY...

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1. Locate your assigned school on a map, or via the CCSD website, and arrive during the Initial Visitation Week
dates provided to you by your CSN instructor. This initial visit will be your chance to gather information about your
assigned cooperating CCSD teacher. School locations and other information can be found on the CCSD web site
at http://ccsd.net/schools/contact-information/

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

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

UPON ARRIVAL THE FIRST DAY…

Check in at the school office and let the Office Manager know that you are a CSN Education student who has
been placed with a cooperating teacher at their school for Field Observation. Be patient while the information
you’ll need is located by the Office Manager. The request for placement came through Interact™ from our Field
Observation Coordinator, 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.

Attendance and Punctuality

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

Relationships
You should exercise respectful discretion when voicing your personal views. It is important that your demeanor
and opinions remain confidential. Under no circumstances can information about any students be released to, or
discussed with, any unauthorized person. It is forbidden to have any contact with students outside of the
classroom you are assigned. This restriction also includes CSN students contacting CCSD students using any
electronic means or through the use of social media.

Dress Code
CSN Department of Education wants you to be a success. Therefore we have established a dress code for
students fulfilling their observation requirement in the assigned school district. Appearance creates credibility;
make a good first impression by dressing professionally.

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

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

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

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

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

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

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

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

Observation 1: What are your first impressions of the classroom environment? Is it warm, inviting, organized,
etc? Describe the physical environment in detail.
When I first came into the school, Ms. Pichardo met me at the front to greet me. She walked around while
the students were at lunch to introduce me to the administration, principal, and some other DHH teachers.
The environment in the classroom is very warm and friendly. The desks are arranged in a sort of semi-

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circle toward the board. The students are referred to as “friends” instead of just students. They are often
given high fives, sometimes hugs, and rewarded with candy or iPad time for work.

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.
All of the students in the class are deaf or hard of hearing. Almost all of them are African American or
Hispanic with only 4 Caucasian kids. One also has Autism Spectrum Disorder. There are 6 boys and 6
girls in the class. There are 3 kids with cochlear implants, several with hearing aids, and just 1 with
neither.

Observation 3: What are the posted class rules in the room? (exactly as written)
There are not really any posted class rules. There is a chart with different subjects (writing, reading, math,
and spelling) and the kids check off each one when they finish for time to play with blocks, draw, read,
etc. There is also a sign by the sink stating to wash your hands “- before you touch food, - before you eat,
- after you use the toilet, - after you sneeze or cough.” There is another sign that talks about “how to be a
better listener.” It says “– Ask questions, - look at the speaker, - don’t interrupt, - listen for details, - keep
an open mind.”

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance?
When kids finish their work, they get free time for play educational games, draw, read, etc. They also get
prizes. When a child isn’t listening to instructions, the teacher stops and asks the child if they are being a
good listener and has them read the wall.

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 desks facing the board and each other for signing efficiency. It
promotes teamwork and communication since the students all need to be able to see each other and the
teacher to see signing. The kidney table is great for separate group work or one on one time with the
teacher or an aid as well.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
The large cabinet is very bulky and takes up a lot of room. Without it or with a smaller one, there would be
more room and floor space to set up centers and things like that.

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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?
In this classroom, there is just the different subjects—writing, math, spelling, and reading. There is also a
schedule for certain kids to go to the main stream rooms, such as Kindergarten from 11:00-12:30 and 2nd
grade from 1:30-3:00. The students have an interpreter when they are in the mainstream room. Students
also have personal schedules for when they see the speech pathologist or have one on one time with a
tutor or other specialist.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Main instruction is done with the whole group but the teacher goes around to each student to help with
whatever they need. Small groups often go to the kidney table to work on other things with the aid.
Students also have time to work individually on certain assignments.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
Ms. Pichardo is very positive and friendly with her students. They seem to really look up to her and enjoy
her as a teacher. She spends one on one time with them as well as the main instruction. Even instructing
the class as a whole, she finds a way to make it more personal so the kids feel like they have a
relationship with her.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples.
She uses candy as occasional reinforcement, as well as physical touch (hugs or high fives).

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain.
Students are very engaged. They get help with individual work. Ms. Pichardo also sits on the floor with
them to do some lessons in a circle, such as alphabet/sound lessons. They love it and get really into it.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why?
None of the students are really isolated but one seems to have some defiant behavior and sometimes has
to work away from other kids.

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

Instruction time is managed efficiently. They do lessons and then have a break, much like what I learned
doing in ABA Therapy. Students also spend some time with independent study when they need to and to
give them a chance to work through problems without too much hand holding.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient?
Ms. Pichardo will do one subject instruction then give students a small break with a timer. When the timer
ends, the students know it’s time to go back to their desk or matt on the floor for another subject lesson.
At one point, students also have time to work on mainstream homework and work on their own.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they?
When needing the students’ attention, Ms. Pichardo will flicker the lights, count down, clap or hit the desk
(common in the deaf community due to the vibrations being felt easier than the voice can be heard). She

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also, when a student is being particularly defiant, will tell them she is going to ignore them until they can
talk nicely instead of screaming. It works because they don’t to be ignored, they want attention.

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.
One girl is very aggressive and angry. She doesn’t know how to work through her emotions and will
sometimes get extremely violent with the teacher. Another boy displays many behaviors such as
depression, anger, aggression, defiance, and even talks about hearing voices in his head and them being
“too loud.”

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.
Some might argue that mainstreaming DHH students can hinder instruction time because they do not get
as much instruction time that is tailored to their disability in the DHH room. However, I think the hour or
so of mainstreaming every day helps because the students are able to get time with their neuro-typical
peers and experience a general classroom while still getting the instruction they need that is tailored to
their disability.

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 is across the street from a park in an area that doesn’t have busy, heavy traffic.
The building looks nice and clean. There’s fencing around one field to the left and around the
pre-school playground area on the right. The parking lot is spacious with an efficient one-way
circular format for directing traffic.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security.
The halls of the school are filled with art and posters done by the students. There are posters
supporting Deaf culture. The floor is mostly carpet throughout and there are panel fluorescent
lights and lots of windows throughout. The school is clean and tidy. The doors to get past the
front office are locked and you have to sign in to be let through. The staff in the front office are
kind and welcoming.

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.

Other than the “Be Kind/Powered by Kindness” campaign that is done throughout many
elementary schools in the district, Roundy doesn’t really have a mission statement or motto
that I could find on their website or posted in the school. Their mascot is the racers.

2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school.
The staff are very friendly when they greet visitors and students or other staff/teachers. Most
of the staff signs so the children have many adults around that sign with them, which is very
positive for them.

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 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 DHH program has 3 sections: pre-k, primary (kindergarten – 2nd grade), and secondary (3rd
grade – 5th grade). They are in one room together part of the day and most of them go out to
mainstream grade room for part of the day. In the mainstream rooms, they have interpreters
for the times the students are in their mainstream rooms. Secondary classes have specials in
the afternoon and Primary has specials usually early in the morning.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc.
The students work together and play together well in the classroom. During my time, I saw
very few arguments or fighting/aggressive behavior between students. In the lunchroom and
on the playground, they are all very inclusive of one another and play together well.

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 held a color run for the students in November and a Halloween parade and
celebration at the end of October. Most of the school signs, which is incredibly important for
the DHH students to be around and incredibly beneficial for the neuro-typical students to be
around. Most of the students’ families also sign which isn’t too common for a lot of deaf
children but also so important to build communication skills and have a happy home life. The
school also offers sign language classes for families, friends, and others in the community.

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. Pichardo is friendly and laid back in order to build a good relationship with her students
but she also knows when she has to be strict with them. The kids are expected to do their
work to the best of their ability and are rewarded often.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed?
Most of the children had no problem participating and were actually enthusiastic about joining
the group for activities. A couple students that were showing behaviors did not want to
participate and Ms. Pichardo talked to them individually and told them they can work take a
minute to calm down and join the group when they’re ready. After calming down a bit they
joined the group for the activity.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of
power, tone, frequency and reinforcements.
The students have a really great relationship with the teacher. They often hug Ms. Pichardo
and the aids to say goodbye when they go to mainstream or go home for the day. When a
student is having a moment of their emotions overwhelming them, Ms. Pichardo will sit and
talk with them privately until they calm down and they will ask her for a hug to help them calm
down.

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?
This is what I've always wanted, no other career path ever interested me.

Interview Question 2: What are the main challenges you face as a teacher?
Over-crowding in classrooms and understaffed schools is the hardest part most days.
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Interview Question 3: What is the best part of being a teacher?
My self-contained class means I keep the same students for 3 straight years (kinder-2nd) so I get to
builder longer & stronger bonds with my kiddos and their families than I would in just one school year.

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

On the first day of school I group them by grade level, then as the year goes on and I get to know the kids
I group them by their levels being careful not to put any of my "busy kiddos" together.

Interview Question 5: How do you determine the members of any flexible groups?
In special ed, since we're doing more observation and documentation than other classes so I utilize that
to help me know who is working at what levels when I need to make new groups.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
We do unit tests, and weekly spelling tests; but the most helpful stuff is the benchmark assessments
(SORT-R, Dolch List, AIMSweb, MAPS, KTEA-II, Kindergarten Brigance, etc.

Interview Question 7: What requirements are placed on you for reporting progress to parents?
We have bi-weekly progress reports that go home to show changes in grades and submitted work, then
we also have specific IEP progress reports, and report cards.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have?
Some parents I see daily - we can quickly and casually share information, most I'll see monthly for school
events - we usually exchange pleasantries and can quickly touch base, there's a few I can only interact
with once a year for the annual required IEP meeting - there is a lot of information shared in a small
amount of time so sending notes home or making calls becomes the main form of communication with
these families.

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

Depends on the week, since all the kids are working at different levels I grade as much as I can as they
are getting it completed at their own pace.

Interview Question 10: How long does it take to prepare lessons for the day/week?
We do weekly lesson plans and for me it takes me about 2 hours to write the plans, and then another 5-10
hours to prep for those plans.

Interview Question 11: What procedures or strategies do you use to maximize instructional time?
From the special education prospective, EVERYTHING is a learning opportunity. Whether it's a whole
group lesson in the classroom or a birthday and cupcake party on the playground or a walk in line down
the hallway, finding ways to include language, social skills, and behavioral skills in any situation will
become a time saving teacher-trick right away.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group?
The prize box is a great motivator for most kids, but some need sticker charts and others need behavior
charts. It always depends on the specific kid, things that worked last year might not work this year, even
things that worked last week might not work this week. You need to know your kids really well and find
what works for each.

Interview Question 13: How are specialist teachers involved in the instructional planning process?
I don't know, specialists like music, PE, library and art teachers have their own planning separate from
classroom teachers.

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Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance?
New teachers (year 1-3) are observed 3 times a year, older teachers are observed once or twice a year and
we all use the NEPF rubrics (scale of 1-4, one being lowest four being the best).

Interview Question 15: What consequences are there if your evaluation is not favorable?
One substandard evaluation (overall score of 2 or below) comes with a written professional warning and
an individualized plan to improve. Two consecutive substandard evaluations is grounds for termination.

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?
Our school partners with MANY community organizations and outreach programs so we are lucky to have
a lot of volunteers, guests, trips, donations and financial support coming in from all different
directions. Instructional, financial and professional supports can come from anywhere, you just have to
look out for what you or your students need.

Interview Question 17: What surprised you most about teaching as a profession?
The amount of bureaucracy that finds it way into the classroom. Most days it feel like I spend A LOT more
time doing paperwork, documentation, and record keeping that I do actually working with my kiddos. It
wouldn't have deterred me from becoming a teacher, but I definitely was not expecting to spend so much
time on notes, checklists and data collections.

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.

Ms. Pichardo was doing a lesson where she was sitting on the floor going through alphabet letters and
their sounds and signs with the students. One boy was very restless sitting there. He kept playing with
the matt he had on the floor and trying to play with another student’s matt. When the teacher would ask
the students to tell her the sound of the letter, he would yell, causing the students around him to get
frustrated with the loudness in their hearing aids. Ms. Pichardo asked him to quiet his voice down and sit
nicely three times before he was sent to the corner to calm down. After a minute in the corner, he came
back and was still restless but at least sat more quietly for the rest of the lesson.

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

When I first came to the school, I was greeted at the front by Ms. Pichardo. She was very friendly
and seemed so excited to have me there. When I told her that I sign she was even more happy that the
students would be able to meet another adult that signs. “The more signing adults they have around
them, the better,” she had said. She introduced me to the other teachers and the principal as well and
they all greeted me in a friendly manner. During class, I sat with a student while she worked on her math
and helped her a little, though she really just wanted me to double check her work as she went to make
sure it was right. When she went to her 2nd grade main stream room, I stayed with the kindergarteners and
sat with them at the kidney table while the aid worked on their sight words with them.
For the second day I was there, I did more observing than helping. I sat back and watched the way
the teacher and student aids worked with the students and each other. When the students went to lunch, I
went into the pre-k room for a short time to see how things worked in there. I watched the pre-k teacher
tell a story and then helped distribute snacks for the little ones. After lunch, I went back to the primary
room and ended up helping the 2nd graders work on their spelling words. I would give them a word and
they would spell it out on the white board.

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 On the final day of my observation, I helped one of the 2nd graders with her math work again. After
lunch, some of the students went to their mainstream rooms and I stayed behind with Ms. Pichardo and
her remaining kiddos. Ms. Pichardo read a book that encouraged the children to do yoga-like poses and
copy the children in the book pretending to be animals. It sort of helped the students wind down after
lunch and recess time and was fun at the same time.
Over all, I really enjoyed my time in Ms. Pichardo’s DHH class. I love signing and I love getting to
sign with kids and make a difference. I love seeing the joy on their faces when they see another person
that can speak their language and communicate with them without just pointing and such. I learned a lot
watching Ms. Pichardo interact with her students and not just as a special ed teacher but as a teacher in
general. The way she took care of the children and truly cared for them was inspiring and amazing.

Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit their
completed Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN instructor for
grading. The student must also provide the CCSD cooperating teacher with their CSN professor’s contact
information, so the cooperating teacher can send a quick email validation that the student completed their 10
hours before the final exam date.

The instructor’s email can be found on the first page of this packet, and on the next page.
Remember to save this completed packet in digital form, or as a hard copy for the
Education Department’s capstone course, (EDU 299)

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COOPERATING TEACHER INFORMATION - CSN FIELD OBSERVATIONS

Dear Cooperating Teacher,

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

EDU 201 Introduction To Elementary Education

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

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

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

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

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

CSN Course # & name: EDU 203 Introduction to Special Education

CSN Professor: Susan Bridges

CSN Professor’s phone: 248-240-0372

CSN Professor’s email: susan.bridges@csn.edu

Student’s name: Hailey Peck

Student’s email: haileybeth2013@gmail.com

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

TIME LOG - CSN Field Observations

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CSN Student: Hailey Peck

CSN Instructor: Susan Bridges

CCSD School Assigned: Roundy Elementary School

CCSD Cooperating Teacher: Marley Pichardo

CCSD Grade/Department: DHH Primary Department

CCSD School Principal: John S. Haynal

CCSD School Phone & Fax: (702)799-5890 (702)799-5899

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

TOTAL HOURS:

Cooperating 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. This page
should be returned to the student along with their Time Log. If you prefer to fax or mail the completed documents,
CSN Field Observation Packet © CSN Education Department 2017 Page 12
you may do so by sending it to the CSN Professor’s attention via Fax: (702) 651-4908 or through regular US mail
to:

CSN North Las Vegas Campus - Education Dept.

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

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

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

_____ 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:__________

CSN Field Observation Packet © CSN Education Department 2017 Page 13