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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: Catherine Polyak

CSN Course: EDU 201

Professor: Olivia Grant

Professor’s email: [email protected]

CCSD School: Staton Elementary

Cooperating Teacher: Leah McCallum

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... CSN Field Observation Packet © CSN Education Department 2017

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 ConductYou 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 PunctualityRegular attendance and punctuality are mandatory. Once you plan a schedule with thecooperating 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.

RelationshipsYou 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 CodeCSN 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.CSN Field Observation Packet © CSN Education Department 2017

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. My first impression is that the classroom is warm, inviting, colorful, organized, but a bit cluttered.

CSN Field Observation Packet © CSN Education Department 2017

Observation 2: Please describe the student make-up of the class, including gender, ethnicity, ELL, students with physical challenges, and any other apparent attributes that are important to note. There are nineteen students in the class with seven girls and twelve boys. More than half the students are white. There are two African-American boys and two African-American girls. There is one Asian girl, one Hispanic boy, and two Hispanic girls.

Observation 3: What are the posted class rules in the room? (exactly as written). There were no class rules posted. The teacher did have several inspirational posters. One had these statements: GIVE IT YOUR ALL. REDO IF NECESSARY. IGNORE GIVING UP. TAKE TIME TO DO IT RIGHT. Another poster had these statements: In our class EFFORT sounds like “try again” “keep going.” “I can try.” “It’s okay to make mistakes.”

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for compliance or noncompliance? When pledges and announcements were complete, the students transitioned to a large carpet on the floor to begin the social studies lesson. She commented that they had earned a marble because they all transitioned on-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

See Attachment called “Classroom Layout”

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? The desks are in rows, not groups, however, the teacher often has students discuss topics with their “shoulder partner” for student engagement. She utilizes the large middle of the room to conduct the majority of her instruction. This enables her to have easy access to all students as she works from the middle of the room. There is a smartboard at the front of the classroom which the teacher uses a lot. The usable whiteboards are directly behind the students. There are many posters on the whiteboards. She later uses the white boards while students are gathered on the floor in front of it. On the whiteboard she recaps a writing assignment, “What you like about Spring”. She utilizes space well and keeps the students moving from being on the front carpet on the floor, to their seats for independent work, then back on the floor in the back of the room. She also uses dance and music throughout the day in the middle of the classroom.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved? I think this teacher has been in her classroom for several years and has accumulated a lot of “tools” and “materials” that help her teach effectively. I believe it would be helpful for her to take a step back, and ask herself what she actually uses and edit her materials to reduce some of the clutter. I later found out that she had been teaching for fifteen years and had been in this classroom for almost five years which explains the large accumulation of items.

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? The schedule was listed as this: morning work, reading, guided reading, recess, lunch, science, writing, math and special. The teacher also reviewed the TO-DO LIST for the day which was on the smartboard.

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual? The teacher did a lot of whole group lessons, but would use different strategies to get students to partner in discussions. While students were working on their seatwork (reordering words in ABC order, writing a paragraph about Spring, and completing their social studies packet) she worked with reading groups. One group had seven students. She had them all read aloud as she read the text. Then she would ask a question after they read a short passage. Students and teacher would discuss the question. There was a lot going on in the classroom at one time. (Reading groups, independent seatwork, partner work, and a couple students on the computer.)


Instruction Question 3: How would you describe your cooperating teacher’s teaching style? Relaxed and student centered.

Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so, give examples. Yes. She has a few active boys in her class and she utilized partner activities that helped engage spatial learners. One of the strategies she used to meet this learning style she called “mixing” where students counted by fives up to fifty as they were allowed to wander around the class with their hand in the air. When they stopped counting, they stopped wandering. The person they were next to is who they connected with by touching their hands that were in the air. Then teacher would ask a question and the partners would discuss the question. This met the need of those linguistic learners. The teacher repeated this several times with about five questions. Then she guided the students back to the carpet. This physical movement appeared to get the students wiggles out and helped with spatial learners. When students regroup to carpet, they have a small text book where together, as a whole group the teacher led them in an exercise of looking up glossary terms together that relate to the social studies story that she had just read in a whole group. Some students were not following along as she read and other students read.

Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please explain. Most of the students seem engaged. There is a student, who came in late, in the back of the classroom. He is a lot shorter than the other students and has a small fanny pack for his insulin pump. He appears to not be engaged, is lying on the floor with the book over his face. This seems to be okay with the teacher as though there is some kind of understanding.

Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why? The student at the back of the room who was laying on the floor, did sit up and follow along in the book. He was not sitting with the rest of the class. The teacher addressed this student, “What page are you on with us?” He replied, “I’m not reading.” She then asks him what his number is. Student replyed “It’s 200” and teacher replied, “so it’s coming down.” I believe this was his blood sugar number. Throughout my time observing I learned that this student was on an IEP and had emotional and behavior issues. He absorbed more time than the other students. The principal and assistant principal came into the classroom on two separate occasions to help redirect his behavior. Twice he was sent to another classroom to do his work because he was distracting other students, and once he had to go to the nurses office because he had an accident.

Instruction Question 7: Is instructional time managed efficiently? Please explain Yes, the teacher does an excellent job of effectively keeping her students engaged and on task by mixing up how she uses the time. She reads aloud to them, has them answer questions, does mixing activity, has them talk to shoulder partners, begins reading aloud again, and guides them in looking up information in a text while discussing it. She also had moments where she would have them read short passages, telling them what she would be asking before they started reading. “I want you to be able to tell me why Andrew Jackson disliked the British.” I appreciated that she prompted them to be looking for information prior to the reading activity.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to another, and are these transitions efficient? She uses count downs, music, and has students recite a poem with the goal being that thye are where they need to be by the time the poem is completed.

Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they? A few times, she would call a particular student’s name


to redirect focus. She would use a one-word command “boom” as they were transitioning to the carpet which prompted students to recite a class cheer. When students transition back to their seats following the lesson, the teacher counts down from ten. She then comments how well they did sitting for a long time and takes a couple minutes to play a video that leads the students in a dance with a video.

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. Her class is well managed because she keeps things moving with different activities. There is not a lot of down time. There are some students that have a lot of energy. She keeps them moving and engaged and this seems to keep them focused. Occasionally if a student was distracted, calling their name seemed to refocus them. *When a student was off task, the teacher offered a student an opportunity to work in another classroom. The student said they wanted to work “here”. She then said, “then make good choices.”

The student that came in late and was sitting at the back of the classroom was distracting other students during seatwork time. The teacher offered him an opportunity to work in another classroom because he was distracting other students. He returned to his seat for a moment and then was up again. He was quiet, but unproductive with his work. The teacher maintained most of her attention with the students she was working with. She would periodically redirect the student who became visibly angry and grunted. She ended up having the student leave the class room twice.

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. It is the end of the third quarter so routines have been well established. The students seem to know the expectations and what they should be doing at all times.

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 well kept. The landscaping, building, parking lot, and crosswalks, and signs are well maintained. Near the flagpole the ground is painted and the paint is peeling. It needs to be repainted.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and decorations and entrance security. The first thing I noticed is the school office when I entered the building. It is clean, organized, and has some fun pictures on the wall that have inspirational words on them. The halls, lighting, and general environment is very bright and well lit. The only entrance into the school during the day leads to the school office where either an office clerk or office manager greets those entering the school during school hours. In the morning there is also an additional entrance that is nearby the office entrance.

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 Statement: Staton Elementary School, in partnership with the community is dedicated to creating a challenging and enriched academic environment that promotes accountability and empowers learning for life. Motto: ENCOURAGE * EMPOWER * EXCEL. Mascot: Pioneer


2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other areas of the school. The office staff was warm and welcoming. The office staff was professional with each other and with parents. All the interaction I observed between teaching staff and students was respectful and kind.

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? In the second-grade classroom I observed, there were two students who left the class to go to a resource room. There was also a resource teacher who came into the classroom and worked with two students and gave them individualized instruction. They were working on the same work as the rest of the class. She was there to assist them as they completed the assignments.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students gather to socialize – lunchroom, halls, playground, etc. There is a very strong value for kindness and character development on this campus. It is evident in the hallways, lunchroom, classrooms, and outside. Each morning the school does morning pledges and announcements. During these announcements, students are publicly recognized for being caught doing something that demonstrates good character. A staff member is also recognized for the same quality. A word of the day is shared. Today the word was “thoughtful”, the definition is given, and students are encouraged to demonstrate thoughtfulness. There is also a quote of the day to inspire students and staff.

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 front hallway of the school has a train. Near the front car it says “leading the way” and on each car students’ names are recognized for different character qualities.

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 uses a monotone voice when speaking to students, and she is very kind and even tempered. I get the sense that she’s been doing this a long time and later find out that she has been teaching for fifteen years. My personal opinion is that she could be a little more enthusiastic. She does provide interesting lessons and fun for students to keep them engaged. There are a lot of positive reinforcements. I get the sense that a few of her energetic students and the student with the behavior and emotional issues can wear her down a bit, and it is understandable.

2. Evaluate the level of student participation in the class. Who participates? Who does not? What modifications, accommodations, and/or inclusion techniques were observed? The teacher keeps the students involved and engaged. She often asks questions during guided discussions. Students are very engaged.

3. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power, tone, frequency and reinforcements. The teacher often gives the students choices that she is okay with to empower students. They get to decide some of what they do in the classroom. When they took a moment to do a dance, she asked what dance they wanted to do and with enthusiasm they gave suggestions. She conducted a vote to decide which song they would dance to.

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? “My fourth-grade teacher inspired me to teach. She helped me when I was going through a difficult time.”


Interview Question 2: What are the main challenges you face as a teacher? “The main challenge I face is managing my class.”

Interview Question 3: What is the best part of being a teacher? “Knowing that you are making a difference and seeing growth in students.”

Interview Question 4: How do you determine where students sit in class? “I base seating on students’ behavior and students’ needs.”

Interview Question 5: How do you determine the members of any flexible groups? “I determine flexible groups by looking at student data.”

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? “I use AIMS WEB (PROGRESS MONITOR), assessments with program, and formative assessments.”

Interview Question 7: What requirements are placed on you for reporting progress to parents? “I send progress reports home every three weeks.”

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions do you typically have? “I have some casual meetings at pickup. You see more formal meetings with older students. I use Blooms website to communicate regularly with parents.”

Interview Question 9: How much grading do you complete on a daily/weekly basis? “The grading is a lot. It is never ending.”

Interview Question 10: How long does it take to prepare lessons for the day/week? “I spend a few hours a week planning.”

Interview Question 11: What procedures or strategies do you use to maximize instructional time? “I was trained to use Kagan strategies.”

Interview Question 12: What positive reinforcement programs have you had success with, and what behavioral consequences seem most effective with this age group? “I use a clip chart, “BAMS” when students are CAUGHT BEING AMAZING. When they get 25 BAMS they get a reward.”

Interview Question 13: How are specialist teachers involved in the instructional planning process? “The Library teacher received my long-range plans to help plan my classes library usage.”

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration for determining your teaching performance? “Our principal and assistant principal do classroom observations once each month using NEPF Framework: They give a feedback report about what standards are met. A more formal evaluation is done once each year.”

Interview Question 15: What consequences are there if your evaluation is not favorable? “I am not sure. I have not had an unfavorable evaluation.”

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? “PTP gives us a little money at the


beginning of the year. Professional development is paid for by the teacher, but it is at a discount. Our school does some fundraising as well. “

Interview Question 17: What surprised you most about teaching as a profession? It surprises me how much teachers actually do. The amount of work surprised me. Each year is so different as the group of students are different.

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. Setting: Students were invited to sit on the back carpet. Teacher introduced the health lesson using the white board.

Lesson: Introduction-Students will be put into groups of five. Your group will create a safety poster with a title, at least three tips, colorful, everyone must participate, pictures. Each group chose a safety topic (water safety, bike safety, fire safety, sun safety). She let students choose what safety topic they would be doing their poster in and that is how they were grouped together. Students were given a paper with content about their safety topic. They were given a large poster/paper to work on. They gathered together in their groups to begin reading about their safety topic. Students read together and worked on their posters together.

Was the student on task and engaged?

During introduction of the health lesson-The student, I will call Joe, listening and nodding in response to teacher that he understood. Student listened attentively. Once in the group, student participated with in the group minimally at first. The group consisted of two girls and two boys. The two girls immediately started to write the title on the poster while Joe and the other male students played with their pencil boxes, sorting through the items. Then after about five minutes, Joe asked the girls, “What are we supposed to do?” The teacher was helping to redirect a student on the other side of the room that is on an IEP. (This student has difficulty managing his anger. The teacher had a resource teacher come into the room to help with him.). While that was going on, Joe started to draw a sun on the “Sun Safety” poster. He was engaged with his group once he got going, however, he did take a while to become engaged. Joe worked with the other boy to draw a pattern of yellow and orange lines on the edge of the poster. He remained fully engaged in the project and worked well with his team for about five minutes. He then began to bounce a tennis ball for a moment, played in his pencil box, and play with a bracelet for a moment. Then he returned to work on his poster for one minute. Then he began looking at books on the book shelf. He then went back to playing with a tennis ball for a minute. Then back to working on the poster. The amount of time he spent being productive on the poster was minimal. The two girls did most of the work. He spent a lot of time sorting through his crayons and colored pencils instead of using them.

During the social studies lesson as the teacher did whole group reading aloud. Joe was engaged. During discussion time, he did not participate and was not called on. During time of independent seatwork, Joe was on and off task. The teacher was calling students over to work independently on reading aloud. Joe got out of his seat and was talking and playing with another student, not on task.

What I uncovered about putting myself in a lesson from the student’s point of view: I uncovered that some students need redirection from the teacher a little more often than others. I learned that the teacher has many things to manage during the times of independent or group work. Unfortunately, the most difficult students require more redirection than others. In this class the boy with the issues with anger management used more of the teacher’s time and energy. She did not attend to redirecting Joe very often as his time off task was not really noticed by her because she was dealing with more serious behaviors. Joes problem could have been redirected if the teacher was aware of how much he was off task. Unfortunately, he did not receive any accountability or redirection from his teacher.


ASSIGNMENT 7 (Summary): Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement. My experience while observing a second-grade classroom at Staton Elementary was enlightening. It is a school that has great leadership and is in order. The administrative team is very active on the campus and very involved with students and staff. I observed them in the hallways and classrooms in passing several times and the word I would use to describe them is “engaged.”

The second-grade classroom I observed was led by Mrs. McCallum, a fifteen-year teacher. She made what she does look easy, but I recognized that she had many strategies at her disposal from her years of experience. She was kind to her students and kept things interesting for them. The one thing I noticed is that she used a lot of movement with students to keep them engaged. This was very deliberate as she has several very active students.

One burden I had for Mrs. McCallum, is that she was not able to tend to the students who had what I would call “moderate needs” as she was working to redirect the student, Joe, who had emotional and behavioral issues. It seemed unfair to the students with moderate needs.

I enjoyed my time at Staton Elementary. The environment was a cohesive and positive one. I learned that the teachers at Staton were dedicated professionals that have a common goal, to meet the needs of students and help them to thrive.

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 theEducation Department’s capstone course, (EDU 299)


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 EducationEDU 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 201

CSN Professor: Olivia Grant CSN Professor’s phone: Non Provided CSN Professor’s email: [email protected] Student’s name: Catherine Polyak Student’s email: [email protected]

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


CSN Student: Catherine Polyak

CSN Instructor: Olivia Grant

CCSD School Assigned: Staton Elementary

CCSD Cooperating Teacher: Leah Mc Callum

CCSD Grade/Department: Second Grade

CCSD School Principal: Lindsay Tomlinson

CCSD School Phone & Fax: (702) 799-6720 (702) 799-6070

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, 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 89030-4228SORT 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: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Cooperating Teacher’s Signature: __________________________________ Date:__________


· Web viewOne of the most rewarding aspects of EDU 201, EDU 202 and EDU 203 is the opportunity...

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