Beruflich Dokumente
Kultur Dokumente
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.
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.
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.
Observation 1: What are your first impressions of the classroom/school environment? Warm?
Friendly? Organized etc? Describe the physical environment in detail.
Upon first setting foot on the school grounds, you can hear children playing. The school had very
little to no windows, but there was still a sense of warmth and light. The walls are lined with student-
generated artwork.
The office staff was very friendly and were willing to give me directions to my cooperating teacher’s
classroom. I also had a brief interaction with the principal, Mr. Ditondo, who seemed warm and
friendly.
My cooperating teacher was very knowledgeable and willing to answer any and all questions I had.
*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.
Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently? Are there any improvements you would recommend?
© CSN Education Department, Las Vegas, Nevada 2015 3
CSN Education Department - EDU 203 Special Education 10 Hour
Field Observation Activities Packet
Ms. Vukovich makes the most of the layout of her classroom. Her classroom flows well and all
direct instruction occurs in the center of the room. Independent learning happens in the peripheral,
which allows teacher’s assistants to engage in one-on-one support with independent learners while
Ms. Vukovich is teaching.
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?
The only real area of concern is that there are students who run in and out of the classroom. When I
asked Ms.Vukovich about this concern, she noted that she had one student who ran off of school
property twice during this school year. I noticed that whenever this particular student would walk out
of class, the office would immediately be notified that the student is in the hallway, in case the
student would try to run off the school property again.
As for the school, in order to get into the school you have to enter the office, and someone has to
buzz you in. I feel that this system helps temper any potential safety risks.
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?
Ms. Vukovich does not have any posted daily schedules. However, she and her assistant carry a copy
of the times that students are expected to be in the resource room, which they check frequently.
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Due to the nature of the resource room, instruction may be done either in small groups or
individually. There are moments during the school day where Ms. Vukovich will instruct a small
group while one of her assistants provides one-on-one support to a student. This happens
simultaneously and does not interrupt the flow of the classroom.
Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
Ms. Vukovich has very clear expectations of her students, which she reminds them of verbally and
rewards (via ClassDojo) immediately. Most of her students are younger (Kindergarten and First
grade) so she keeps her lessons relatively short but impactful. She sets clear goals before every
lesson for each student. Example: “You have to do two worksheets today while you are here.”
One of the most interesting aspects of Ms. Vukovich’s teaching style is how easy it is to recreate at
home. As a parent of children with special needs, I was already familiar with several of
Ms.Vukovich’s strategies. It was interesting to note how the tools I implement at home with my own
children can be applied to a classroom.
*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples.
Yes. She has one student in particular who has difficulty attending to a task for longer than a few
minutes. She will offer short breaks for the student (and implements a spinner that determines how
long the breaks are) after they complete a task.
In the autism classroom, there is also a student who is isolated from the rest of the class. This student
was isolated for the same reasons as the student in the resource room (aggression and safety
concerns).
Instruction Question 7: Is individualized instructional time managed efficiently? Please
explain.
Yes. Students who have individualized instructional time receive support from either Ms. Vukovich
directly or from one of the teacher’s assistants in the classroom. Just like with group lessons, the
goals for the assignment are communicated clearly and verbal reminders are given sporadically. The
student then receives points in the ClassDojo app for “following directions”, “staying on task”, or
“finishing assignment”.
Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
Verbal prompts are given with a countdown starting at 10 minutes. Once time is up in the resource
room, the students find out how many points they have and get to move their piece around on the
bulletin board. I believe this is a positive and effective way to mark the end of the student’s time in
the resource room. The students seem to look forward to it and when they leave they are eager to
return the next day in order to get closer to attaining a prize.
*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. Vukovich typically only calls the student’s name or reminds the student of their points.
Sometimes she will say that another student has earned a point, which then prompts the other
students to want to earn theirs. Example: “Sarah just earned a point for following directions.”
*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.
Most of the students in the resource room did not display any behavior issues during my observation.
There was one student who regularly received reminders such as “Remember that you can only
control you” whenever they were upset. The only student that did present any behavior issues was
the student who is rather isolated in the resource room. This student spit at other students, screamed
at the teacher’s assistant, and ran out of the classroom at least once every day during my observation
hours. The student received reminders of what is appropriate behavior during the spitting incident,
© CSN Education Department, Las Vegas, Nevada 2015 5
CSN Education Department - EDU 203 Special Education 10 Hour
Field Observation Activities Packet
and the office was notified every time the student ran out of the class.
When I observed the autism room, the student who is rather isolated there presented behavior issues
as well. This student, when upset, attempted to throw a chair at a the teacher’s assistant, used
inappropriate language, would scream at the teacher or other students, would kick the teacher or her
assistant and would run out of the classroom as well. The focus during each of these events was to
contain the student to the classroom, and to attempt to de-escalate the situation.
*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.
Most of the procedures I noted were aimed at reinforcing and incentivizing attending to instructional
activities or mitigating behavior issues. These procedures were the use of tokens in the autism room
(this was their version of the points system implemented in Ms. Vukovich’s resource room); the use
of timers to track time spent on an activity; rewards for meeting micro-goals; positive reinforcement
and redirection.
I feel that these procedures are effective and help set and reinforce rules and boundaries for the
students.
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.
School is clean and well-maintained. Grass was lush and freshly-cut, parking was clearly labeled
with designated school bus areas.
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 are little to no sources of natural light inside the school. However, the walls are lined with
colorful posters and student-generated art, adding color and warmth to the hallways.
Culture of the School: Read, listen and observe to determine the climate, values, and
atmosphere within the school.
*1. Look for teacher(s) expectations for learning and success, interactions with students, and
his/her personality.
Ms. Vukovich has very clear expectations of her students and she communicates those expectations
clearly and in a positive tone. She emphasizes progress instead of perfection, and is kind and
cheerful in her disposition
*2. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements. Who participates? Who does not?
Ms. Vukovich seems to have a great rapport with fellow teachers and administration. She was called
frequently to assist in other classrooms, which shows that administration acknowledges her
competence and expertise. Ms. Vukovich’s teacher assistants are treated like colleagues and given
the same deference by the students. The relationship between Ms. Vukovich and her assistants are
very cohesive. They seem to be able to communicate without speaking and are very supportive of
one another.
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.
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?)
What are the qualities you look for in a special education teacher?
______________________________________________________________________
______________________________________________________________________
CSN Student Created Open Ended Question # 2 for Administrator:
What are ways that parents can help/support special education teachers in your school?
______________________________________________________________________
______________________________________________________________________
CSN Student Created Open Ended Question # 3 for Administrator:
______________________________________________________________________
What is the most challenging part of your job?
______________________________________________________________________
______________________________________________________________________
What advice would you give to future educators?
______________________________________________________________________
______________________________________________________________________
Interviewed school administrator’s name/title:
B) Ask your cooperating teacher if you may observe part of the time in the GATE (Gifted
and Talented classroom, or another classroom that is considered Advanced Placement)
This is optional: Remember… some schools do not have these programs. Specialist classroom visits are strongly
encouraged IF THEY CAN BE ARRANGED.
1. Do you notice any social and academic differences between the kids in this class and
in the regular education classes?
2. What is the curriculum like in comparison to the regular education class?
3. Describe the GATE/AP teacher’s instructional style.
4. Would you rather be in this class or the regular education class? Why?
5. How are student needs being met?
C) Ask your teacher for permission to visit the rooms of any specialized programs at the
school: Special Education, SEC (Severely Emotionally Challenged), Autism room,
Deaf/Hard of Hearing rooms, etc. This is optional: Remember… some schools do not have these
programs. Specialist classroom visits are strongly encouraged IF THEY CAN BE ARRANGED. Maintain your
professionalism at all times. Do not write a student’s name down when you are writing observation notes.
Maintain the student’s right to privacy by referring to a student as Student #1, Student #2 etc.
1. Do you notice any social and academic differences between the kids in this class
and in the regular education classes?
There were some differences, mainly that the class is smaller, so the students are
given more one-on-one instruction. The students in the Autism room were all of
average or above average intelligence and highly communicative.
2. What is the curriculum like in comparison to the regular education class?
There is more focus on effectively transitioning and more sensory integration.
3. Describe the SPED teacher’s instructional style.
Ms. Ballinger tries to encourage group participation in her lessons and praise is given
immediately.
4. What are the challenges these students possess?
These students are on the Autism spectrum.
5. How are student needs being met?
© CSN Education Department, Las Vegas, Nevada 2015 11
CSN Education Department - EDU 203 Special Education 10 Hour
Field Observation Activities Packet
These students have a designated area for “cooling off” and are given more one-on-
one support. This smaller class also allows for the use of tools like the token system.
6. CSN EDU 203 students ask if you could attend an IEP meeting if possible.
Unfortunately, I was not able to attend an IEP meeting.
___________________________________________________________________________
During this observation period, the teacher's assistant (Ms. Rita) was working with a student
___________________________________________________________________________
on reading.
The student exhibited sporadic periods of disengagement. When Ms. Rita observed that the
___________________________________________________________________________
___________________________________________________________________________
student was not engaged, she would gently remind the student to stay on task. The student was
___________________________________________________________________________
very responsive to this type of prompting.
___________________________________________________________________________
Ms. Rita would give immediate praise whenever the student would answer questions correctly.
___________________________________________________________________________
This praise was given for each correct response.
___________________________________________________________________________
___________________________________________________________________________
However, as the instructional time went on, the student began to have difficulty maintaining
focus. The student's eyes would dart around the room regularly. The student also regularly
___________________________________________________________________________
___________________________________________________________________________
fidgeted with items that were within reach (rolling his pencil, and playing with keys).
___________________________________________________________________________
Additionally, the student would also regularly make repetitive noises and fidgeted in his
___________________________________________________________________________
chair. This student would be given gentle reminders ("calm hands") whenever Ms. Rita
___________________________________________________________________________
would observe that the student was fidgeting.
___________________________________________________________________________
___________________________________________________________________________
Ms. Rita then noted that the student "prefers to write his letters rather than say them".
___________________________________________________________________________
She felt perhaps that was why the student was fidgeting more than usual.
___________________________________________________________________________
___________________________________________________________________________
Ultimately, Ms. Rita was able to maintain the student's attention for approximately ten minutes.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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.)
Student Name:_______________________________________________________________
Marilyn Gonzalez
Date Submitted:______________________________________________________________
May 2, 2017
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 student’s CSN Instructor before
the final exam date. The instructor’s email can be found on the first page of this
packet. (pass/fail for the student).