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: Yessica Velasquez

CSN Course: Edu 201

Professor: Olivia Grant

Professor’s email: oggrant@interact.ccsd.net

CCSD School: Mater Academy of Nevada

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Cooperating Teacher: Brad Andrews

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...

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.

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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.

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.

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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. Very inviting the entire set of the classroom. The classroom was
organized and nicely decorated.

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. This class had a total of 26
students. Equal in both genders. This class was about 90 percent hispanic (ELL). This class also had a few Sped
Students with physical challenges.

Observation 3: What are the posted class rules in the room? (exactly as written) 1. Be Responsible 2. Be
Respectful 3. Be ready 4. Be Safe

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? Students are rewards with Dojo points for compliance. At the end of the week if
student reaches the goal of 10 they are allowed to choose something for the treasure box. Students can also lose
dojo point for noncompliance. Parents are able to see students points and are able to communicate with teacher.

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 class is
very spacious and work flow for example during centers when students have to switch run very smoothly. I believe
the space is all used very efficiently

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
In my opinion the way the classroom is set up and there being the the consideration that you cant move the
whiteboard, teacher desk or computers. I would not change the physical arrangement.
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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?
8:10-8:40 Breafast/morning work
8:40 -10:00 Reading Block
10:00-11:00 Specials
11:00-12:20 Grammar/Centers
12:20-12:55 LUNCH
12:55-2:00 Writing/Centers
2:00-3:00 Math

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Instruction for Grammar, Writing and Math is done in whole group. There is two times during the day when the
students are put in centers to rotate during an activity. During reading blocks small groups are being pulled from
teacher, interventionist and sped department.
Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
He is very stern at first and likes to have a more quite learning environment. He also shows that he cares and
loves his kids so he does also play around and is not to serious. Do to his class having a few behavior problems
he can not get of task for a long time which explains why he is stern and quick to the point.
Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give
examples. Yes for an assignment he write the direction on the board and have the student look up and read with
him as he says them. He incorporates a lot of hands one activities which the students love. Since students do
have a problem sitting down for long period of time he is constantly moving them so they wont get bored.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain. Yes during lesson especially is when he has all of his student engaged. For example during math lessons
before he begins he always tells his students to sit at start, which means your sitting quietly waiting for instruction,
hands are above desk and crossed and eyes are looking up at the teacher showing you are ready. He moves all
around the classroom and make sure to ask student question to show they understand.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? There
are two students who do not sit with part of a group. Those would be his most behavior problematic students who
for many of the reason either don’t well with students or do not get any work done being a group etc..

Instruction Question 7: Is instructional time managed efficiently? Please explain Yes, this teacher follows the
time according to the schedule. Its managed perfectly as he already has his routine down.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? Durning transitions he gathers all his students attention and makes
them all have eyes on him. He then goes to explain what the next process is going to be when he is ready for
them to move he goes on and tells them go ahead and go. Its very efficient for I didn’t see any problems everyone
stops and listen for instruction.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown,
Light flicker, Heads on Desk) How effective are they? 1. EYES UP 2. AT START 3. COUNTDOWN 4. Hand Clap

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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. He has one of the classroom with the most behavior
problems. He has a student who is constantly yelling bad words, picking on students, hitting, and just not listening
to instruction. The teacher manages this varies of ways depending on how bad the situation if he can talk to him
himself and explain the next step he does. He sits him outside the classroom or sends him to the office. He has
other student who is super hyper and can not stay still the teacher try and keeps him involved as much as
possible.

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. Yes this school uses CHAMPS so before
every activity they champ it out and that way the students know what to do and what level they are suppose to be
at.

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. Being that the school way just built the building is nicely spaced.
The parking lot is very extremely small and your always having a hard time finding a parking. Being were
the school is located traffic and crosswalks have to be always monitored

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and
decorations and entrance security. The interior of the school is nicely places. The school has every wall
decorated with student work or artwork. That would have to be my favorite parts of the school. The
security of the school is well managed everyone has to stop at the front office and speak with the
receptionist. Every door is locked with alarms. They have a campus security who is constantly walking
around.

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.

MISSION: Mater Academy of Nevada is to provide an innovative, challenging, multi-cultural education,
preparing students to be global citizens and have a competitive edge in the 21st century workforce.
Motto: We MATTER at MATER
Mascot: Mustang
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. Everyone is so friendly and always so welcoming. Every afternoon your greeted and
you feel really cared for.

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?
Yes the school has actually just started a new scheduling of Blocks. For elementary levels they are
implementing a reading block for a whole hour. Durning these reading blocks each class will have push in
assistance from an interventionist and someone in the special education department. There is also pullout
happening outside of reading block hour.

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 4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc. Students love to gather and socialize during
bathroom breaks, that actually were I had to go and check they were not playing around. Students then
go to lunch and are able to sit with there friends and after are given a recess break were they are able to
play and socialize

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. The teacher is very young and shows that he cares for his students. He wants all he’s
student to succeed so he loves to push them. He also is goofy and that is what the students love about
him. He talks to his students if there having a problem and he likes to explain why things are working out
that way.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What
modifications, accommodations, and/or inclusion techniques were observed? Usually everyone is
participating there are a few of the behavior students who need accommodations in certain activities.
When working on a fun whole class earned activity those student who did not earn it were given
something else to work on.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. Teachers for the most part are constantly having to give redirections
do to the high level of behavioral problems. Teachers at this time have figured out what has worked best
for them in their source of reinforcements they decide to use.

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? I didn’t always know I wanted to be
a teacher. I actually was going to school for a different degree. I needed a job badly in college and saw that a
school was hiring for aids. I had never imagined myself working in a school for being the young me thought that
kids were just not my forte. A year after working there I fell in love. Being able to work with young minds and
helping them explore beyond there creativity is just amazing. It was one of my most difficult and more life
changing years I could have gone through. I changed my career and here I am now teaching a 2nd grade class I
couldn’t be more happier.
Interview Question 2: What are the main challenges you face as a teacher? The main challenges I face as a
teacher is not being able to understand the students mind. A lot of students like to shut down and not talk about
their feelings. I find it difficult to understand why they are feeling a certain way. I also face challenges with my
problematic students for they are always unpredictable and are always coming up with new ways to be defiant. I
also find it challenging having to find different ways to help a child learn. I want them to gather all the information I
want to show them and I hope in the end they do learn and become successful.
Interview Question 3: What is the best part of being a teacher? The best part of being a teacher is working with
a student toward the beginning of the school year, seeing how low they are and how by the end of the school year
your able to see the growth. Its amazing because I feel so good about myself that I have done my job. I also love
how students minds work there are funny and are always keeping me on my toes.

Interview Question 4: How do you determine where students sit in class? I like to group my kids according to
where there is a high student sitting next to a low student. That way they are able to help each other out. I also
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like to arrange them according to who I know they will work best in groups. It becomes difficult when students
then become very close and decide not to work and chat. That is when I know its time to rearrange the sitting.

Interview Question 5: How do you determine the members of any flexible groups? The way I set up my groups
for example during centers. This is were I separate my groups according to their Levels. I keep my High kids
together that way for this time they can engaged in their level conversations and they always tend to push each
other as for they like the competition with one other. I then put my low kids together so when its their time to work
with myself I can give those student the intervention they need.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? We give weekly
wonder test every Fridays according to the unit we learned that week. In addition we also give weekly spelling
test. I also like to have my student write a short response on any given topic and that way I can see which
students need help in certain areas of grammar and reading.

Interview Question 7: What requirements are placed on you for reporting progress to parents? I use the Dojo
system where parents are always able to see their students behavior in class whether is earning a point or losing
one. They are always welcome to message me and communicate through that. If a student is misbehaving
contently to a point that I had to send them out of class or they decide to hit a student I then report that progress
to the parents in person as they are going home.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? We have our semester student conferences that is were I get to talk to the majority of the
parents. We talk about students progress, what still needs to be worked on, and other concerns I might have. I
also get to interact with parents during dismissal for a short time and I get asked questions anywhere from how
they behaved today to whats for lunch tomorrow.

Interview Question 9: How much grading do you complete on a daily/weekly basis? On a weekly basis I always
like to do my grading throughout the week if I can. That way I don’t get behind or get left with a ton of grading to
do in the weekend. Lately I have been getting all my grading done on Fridays and that way I don’t have to take
any school work home. There has been time where I spent all my weekend grading and preparing for the
following week.

Interview Question 10: How long does it take to prepare lessons for the day/week? Usually not long for I have a
system set up and I have learn how long I typically will take. I usually on Fridays along with grading like to prepare
for the following week. Anything I do finish I go in Monday morning and make sure I have everything I need. I
usually come in to work early just for the simple fact if I forgot anything this is the time I should fix it and adjust
anything that needs to be adjusted.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? I like to stay on
task and keep everything organized. That way we don’t lose any time and everything that I need to get done gets
done.

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral
consequences seem most effective with this age group? Like I said previously I use the Dojo system, if I notice a
student on task I reward them with an on task point. Once students see that their classmate has earn a point they
want to earn a point themselves and usually get on task. If a student is off task or shouting they lose a dojo point
and they don’t want to lose a dojo point to they tend to fix their behavior. Parents can also see every activity that

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their student is going through so students don’t want parents seeing negative points. At the end of the week If
they have gathered 10 points I have them choose from my treasure box which consists of stickers, pencils and
any little things I tend to buy. They also have enjoyed having me print color pages so that has been a nice reward.

Interview Question 13: How are specialist teachers involved in the instructional planning process? We usually go
to specials towards the beginning of the day, we have set our schedule according to the time we have been
blocked to go to specials. They know the rules I have set for my students and they must follow them in any other
class that they go into. Teachers notify me if any behavioral problem takes place and we work with each other to
make sure kids stay one task, its constant communication.
Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? We are evaluated 2 times the year where someone in the
administration will sit and observe your teaching performance. We then have set meeting shortly after and
explained what they liked or disliked. We are graded in a number scale from 0 to 4 and for being the best. In
between days or weeks administration will always pop in and check whats going on. Keeps you on your toes to
always stay on task.

Interview Question 15: What consequences are there if your evaluation is not favorable? I personally have not
received a bad evaluation. I know teachers who have and they always tend to get help from an instructional coach
or at times they are sent to observe a class. It can be from anywhere from classroom management to teaching a
lesson.

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? Instructionally we have a team lead who is
the best and is always supporting us with our lesson planning, homework, and making sure we are on task and
basically know what were doing. I also have special education who comes in and either pushes in or out those
students who need that help. I also have a grade interventionist who works with my low group and provides them
with that extra help. So, I do get a lot of support which is beautiful. Financially is very difficult as you know being a
teacher a lot is out of pocket. I do lots of Donor chose projects and if anything I will ask my students parents for
supplies if needed. The school is also pretty nice in getting you any supplies you needs if it isn’t anything to cost
affected.

Interview Question 17: What surprised you most about teaching as a profession? The thing that surprise me
most about teaching is that I never thought that students will learn at diifferent levels. You figure you go up there
and teach the lesson and be done. Little young minds it takes more, you have be engaged show enthusiasm and
show that you care. It Is what keeps your students engaged and wanting to keep learning more. I also never
thought that you would form such a bond and care for each of your students. I care for them and I want them to
be successful in life.

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.

>>>

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