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: >>> Astrid Sanchez

CSN Course: >>> EDU 201, Intro to Elementary Education

Professor: >>> Steven Saladino

Professor’s email: >>> steve.saladino@csn.edu

CCSD School: >>> Tom Williams Elementary School

Cooperating Teacher: >>> John Chamorro

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. >>> classroom is inviting and cozy. Students and teacher
are very welcoming. Small classroom but every desk is full.

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. >>> student body is majority
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hispanic/latino only one white student and 2 others. No ELL or special needs students about half with
glasses but no major disabilities. Students are pretty even in terms of gender 12 female and 10 Male.

Observation 3: What are the posted class rules in the room? (exactly as written) >>> No definitive rules but
they do have a noise chart. Standards of ethics are posted all around school.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>> Teacher does move arrow according to level of noise allowed and is
pretty on top of ensuring students comply. Students are pretty good about following directions are
rewarded with extra time on assignments and free time.

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

>>>INSERT YOUR DRAWING HERE<<<

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>> The
classroom is very limited in size but is used as efficiently as possible. Desks are angled to provide room
to move freely.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>> I feel the classroom is already as organized as it can be. Maybe mounting projector would provide
some more wiggle room.

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? >>> School works
in sort of periods. Personally was only able to see afternoon students . They come back from lunch at 12
pm and immediately get to finishing social studies. Between 12:15-12:20 students transition to math. At
1pm students clean up and get ready to head to specials for the day which begin at 1:15pm

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? >>> Lesson
involves all Methods. Begins with lecture to entire class with review involving everyone then they break
off into small groups. There they talk amongst their table peers and go into individual learning.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>> Friendly and
involved. He is clear and cuts straight to the point while ensuring students are understanding the lesson.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. >>> Yes teacher begins with visual modes first and then give the students opportunity to try
hands on learning.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. >>> From the few times I was able to visit the students did seem very engaged. Participation is a
big part of how he teaches and students seem to respond very well. Students express freely when they
don’t fully understand providing teacher the opportunity to clarify before moving on.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? >>> No
all students are fully immersed in class.

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

From what I saw yes every subject seemed to have an even amount of time. Students were able to learn and
practice lesson and most Fridays had the chance to have extra time work on anything they may need.
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Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>> Teacher provides 5 minute warning that they will be
transitioning to wrap up last bit of notes. Students are then given time to reorganize and gather new
subject material. First team done is usually rewarded and provides them with motivation for next lesson
to begin.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? >>> clap hands to get attention raised thumbs to inform
they are ready for next task.

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. >>> Students are generally well behaved and really only
have concerns about volume. Teacher gives warning that volume level is too loud and usually gets
students controlled with just that. If it escalates more students “lose money".

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. >>>

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. >>>

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

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. >>>

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

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?
>>>

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

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. >>>

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. >>>

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

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

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? >>>Had a BA in biology was
originially headed in the direction of becoming a doctor. Need ed a job and began substituting went
Through the ARL process to become licensed teacher.

Interview Question 2: What are the main challenges you face as a teacher? >>> Being able to cater to each
students needs

Interview Question 3: What is the best part of being a teacher? >>> The “Aha Moments” when students face
light up proving that they understand the concepts taught.

Interview Question 4: How do you determine where students sit in class? >>> Behavior and Iready Placement
scores try to keep it even. Two high level learners two lower level learners to help one another

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

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>> Curriculum
assessments and Iready placement assessment. Progress repot 3x’s a year

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>> Classroom
Dojo, open houses, quarterly grades

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>> Pretty often. At dismissal and arrival parents are able to approach with any
questions or concerns. Use of personal contact as well as electronic email

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>> Immeadiately, 1 hour
a day and as soon as possible

Interview Question 10: How long does it take to prepare lessons for the day/week? >> In the beginging it did
take while. Now about 30-40 mins

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>> Gradual
release and plan before hand

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

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Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>
Standard alignment. P.E. will coordinate with health, Library will cover research topics, and art will help
with shapes and math. So, on and so fourth

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>> Very Often. Adminstration looks for pride in instructional
delivery, Student engagement, and having clear visible objective

Interview Question 15: What consequences are there if your evaluation is not favorable? >>> Job loss
percentage of evaluation removed.

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? >>> outside consultant, district
meetings school paid for

Interview Question 17: What surprised you most about teaching as a profession? >>> The stress that comes
with the job. The first 5 years determine the rest of your career

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.

>>>

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

>>>
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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