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CSN Education Department - EDU 203 Special

Education 10 Hour Field Observation Activities


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Students Name: Karen I Villatoro-Gonzalez CSN Course: EDU203


CSN Professor: Prof. Vicki Rieger

Professors email: vicki.rieger@csn.edu or vrieger@interact.ccsd.net

CCSD School: Jerome Mack Middle School _


Cooperating Teacher: Ms. Lindsay Lozito
Student Observed: 6th Grade Saul Ortiz , Orthopedic Impairment

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Observation 1: What are your first impressions of the classroom/school environment? Warm? Friendly?
Organized etc? Describe the physical environment in detail.

School:

The school is so colorful and the dcor is beautiful. I had to ask who choose all of the dcor and I only did
it because I feel comfortable with the Deans secretary. She tells me that it was chosen by the Principal;
Ms. James, the office manager and a few other administrators. It is cold yet feels warm because of the
posters, the lighting, the colors and the dcor. The people are very friendly and welcoming. There is a
sign that says we are the Mack Family. After a couple of years working here, I can tell you that we
really are. Walking to the library, I see a painting on the floor that reads, If you see it, you can do it. As
I walk on to the classroom, I can see everyone works hard at maintaining this school and keeping it clean.
There are smiling faces everywhere you look and children eating lunch in the cafeteria smiling and
chatting. All the staff you walk by are always saying hello and ask if you need help. I see a parent
walking around not sure where the nurse office is and they are not just told where it is, they are walked to
it. I reach the hallway of the classroom and it is also very clean but a bit colder than the rest of the school.
This is called the Performing Arts hallway and there are two Art classes, Guitar, Orchestra and Band
classes in this hallway.

Classroom:

The setup of the classroom is very clean and welcoming. The chairs are set up at an angle where all of the
students are able to see and hear the band director. The classroom has many posters of musicians as well
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CSN Education Department - EDU 203 Special
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as band instruments which is great because the classroom that I am in is a beginning band class. The
atmosphere is very loud, but it is music so that is awesome. Music is life a poster reads and this is true in
this class. It feels very alive and the colors and boards match well with the course title. The students are
walking around getting their instruments and Saul (the student I am observing in this class) is assisted by
his one on one to get his bells (a percussion instrument) out and ready for the day. The room feels cold
and a few kids complain that it is always so cold in there yet they bring in the heat with their personalities.
It is right after lunch and the students are a little worked up and excited but enthusiastic about being in the
class.

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.

The reason why I selected Hispanic versus non-Hispanic population is because this is the statistics of the
classroom.
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*Observation 3: What are the posted class rules in the room? (exactly as written)

The classrooms posted are as follows:

Students should be ready to play their instrument

Read the board for instructions on the activities for the day

Bring your instrument to class every day

Please dont warm up by playing your highest note first, start off slow

No eating in class (this includes gum)

No writing on the music instruments or the stands. The writing is to be done to your book or music

only

Have a pencil at all times

We are and live music so make music

Enjoy

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*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being used for
compliance or non-compliance?

The rules are enforced by politely reminding the kids of them, specially gum chewing. She also hands out

candy to those that have followed all rules by the end of class. There are only a few students that receive

the reward and this is because of the energy brought in right after lunch and being the last class of the day.

Students are constantly reminded of the expectations and the rules.

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. (THIS DOCUMENT
APPLIES WHEN IN A REGULAR EDUCATION CLASSROOM)

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? Are
there any improvements you would recommend?

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The workflow of the room is smooth and the teacher has the students sit in instrument section areas. The

teacher is able to see their performance as well as offer additional help per section. Saul is located in the

percussion area which is in the back of the room because of the size of the instruments. I would

recommend that the teacher separates the sections a little more. Though they are each in their own

sections, they still need a little more room to work in. Some of the students must lean forward or when

they use their flutes, side ways in order to not hit their classmate next to them. Another suggestion would

be to take out one of the desk in towards the entrance of the room by the door. With the number of

students in the class, I feel that this is a safety hazard in case of any emergency.

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?

Yes, as mentioned before, space is limited with the students, instruments, teacher, teacher aid and the desk

in front of the door. The students take out their instruments and leave the cases in the middle of the floor

and I think that in any emergency, this would be a high-risk factor. The students could trip over the cases

and will not get out fast enough in a drill or real fire. The class had the door wide open and is accessible

by the front of the school. Anyone walking by can peek in or sneak in and not be seen because of all the

movement and noise.

INSTRUCTION: Questions 1 11 Observe any instructional time in your assigned


classroom, and record your observations when presented with the questions below:

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Instruction Question 1: What is the posted daily schedule for different subjects or periods?

Beginning Band Intermediate Band Advanced Band

Take out your instrument Take out your instrument Take out your instrument

Take out your book Take out your book Take out your book

Review Pages 11-14 Take out your music: Take out your music:
o Jingle Bell Rock o Christmas Medley
o Christmas Carols o The Nutcracker
Focus on hitting the notes o Cool It o Adeste Fidelis
and recognition of any
new notes Practice on your own Practice on your own
until we get all sections until we get all sections
together together
Prepare for Holiday
Concert Focus on new music Focus on new music

Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?

The teachers main focus is on the whole group since she wants all of them to be able to play together. She

focuses on having all of them begin with warm up and with the first few pages of the book. Though her

goal is obvious to have them all learn how to play together, she walks to each section and quizzes their

knowledge on different music notes. During this time, she provides group assistance as well as one on

one for further music note recognition. She is able to answer any questions the students may have during

this time and is able to assist those that may not be on the same learning capacity of other students.

Instruction Question 3: How would you describe your cooperating teachers teaching style?

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The cooperating shows hands on, visual and Kinesthetic learning styles. She gives students instruction on

what the music sounds like and plays her instrument (the Clarinet) to show them what she expects. She

provides guidance and is able to show the students via modeling with each instrument.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning styles)? If so,
give examples.

Yes, the teacher incorporates three main sensory modalities. Such as touch, hearing and vision.

Touch: Every student is able to touch the instrument they have been assigned and that way they

are gaining knowledge of how to play a new instrument.

Hearing: The students are able to hear the teacher play the notes requested of them and then they

are to repeat the notes played after her.

Vision: All students are given a book to use during their learning process. This provides a visual

description of the instrument, music notes as well as songs they are expected to learn.

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being presented? Please
explain.

Yes, the students are very engaged in the music and in the learning activity they have the privilege to

have. They are happy to be in class and to be able to use their instruments. The students enjoy her one on

one attention and I personally feel this should be provided further since there are a few students that seem

confused.

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*Instruction Question 6: Are there any students isolated from the rest of the class for any reason? Why?

There are about 5 students who are in their section according to the instrument they play yet they do not

have an instrument and are staring or talking to everyone else. They are pretty much ignored, I ask one of

them who comes to me and tells me that they are bored in this class, why arent you playing, the student

replies, I forgot my instrument. I later learn from the teacher that the students who forget their

instruments have to do an alternate assignment. I dont see the point of this or how they are held

accountable if they are not sure of what the alternate assignment is. She never addresses it in class and

when I ask her she tells me she forgot to post it on the google classroom website so she will just have to

give them credit. That was 80 minutes that a student just sat there, interrupted class and loss

instructional/learning time.

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

The instructional time by the students that actually bring in their instrument is used and managed

efficiently yet the students that forgot their instruments not so much. The other students that did not

manage their time well are the ones that their instrument was sent out for repair. They are not given a

loaner instrument and also just sit there or work on the alternate assignment.

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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 effective?

The teacher has three transitions for the students:

Entering the classroom: The teacher stands at the door and as she eats her fruit, she

welcomes everyone into her class. She has a welcoming smile on her face and reminds

them to start setting up.

Setting Up: This is done from their locker where their instruments are located to their

section area. The students huddle over by the lockers and remind me of a football or PE

locker where students are huddled for gossip or play suggestions in their game. They take

a bit of time for this and to be exact, 22 minutes later, you still have about 30% of the

students over in the lockers chatting away. She does not address this but sits at her desk to

address any other issues the other students may have with their instruments or locker.

Putting away instruments: This is done fairly quickly since she only allows 5 minutes

before the bell to put away the instruments. This is the last period of the day and all

students are ready to go so they hurry. The teacher has them put the instrument away and

tells them to please come back to their seat. She reminds them that the bell does not

dismiss you, I do. The students hurry but still are very talkative, once they return to their

seat, they are just in time for dismissal. On one occasion, she held them after the bell until

they were all sitting down. They were not happy but understood and all sat down. Yet on

another occasion, they all ran out the door and shut off the lights.

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*Instruction Question 9: List ways that the teacher attempts any attention getting commands? (Ex:
Countdown, Light flicker, Heads on Desk) How effective are they?

The teacher uses the countdown attention graver method. She starts by literally yelling out 5 which

sounds like 555555555------ very loud. As half the class turns to look, she smiles and says 4 a bit lower,

then 3-2-1 and eventually gets to where you cant really hear her. The whole class is quiet and you can

hear a pin drop. It is very effective.

*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.

Like in any class and with any teacher, there are behavioral issues in this class. The teacher stops and

writes on a clipboard. One student laughs and says whatever, she aint gonna do nothing. I walk by and

his friend is laughing at what he said and says, Yo, you right man. Along with that, she tells them that

there are consequences for their actions and tells one student, I am calling home as soon as you leave. I

stay with her after class and ask if I may know what the clip board is for and she tells me it is to keep

track of the students that talk, and when I ask about the consequence she tells me it is detention after class

and shows me a folder with over 82 detention slips (this is November and school started in August). I am

amazed yet confused as to why, why is there such a problem with behavior and I get it when I ask her if

students bring bac the form signed as requested, she tells me well not really , when do students serve

detention and she said that they havent because she isnt really on top of it. I get it now, the comment

made by the student. To them, it is just a piece of paper and nothing more because there is no follow

through. I ask her when will she call the parent and she tells me she is actually leaving early so maybe

tomorrow. When I visit again a week later, she never called.

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*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.

In the classroom, there arent any visible policies or procedures in place that help or hinder instruction.

The only thing that I think hinders the instruction is the interruption from the talking and the times that the

teacher explains to all the students the consequences for their actions. The one thing that did catch my

attention is the procedure when the student doesnt have their instrument. They are asked to log on and

do the alternate assignment. This is a procedure she has in place in order to keep them busy during class

time.

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.

Each week, there is a scheduled landscaper that comes in and takes care of the trees that surround the

school. The building is fairly new and has bright red brick color with fencing that surrounds the school

for security purposes. The parking lot is arranged for drop off and pick up every day with bright orange

cones for parents to drive around the school safely. The signs and symbols for the parents, students and

visitors is very clear. The school changes a sign daily in the front to advise the students if it is an A or B

day. The school is on block schedule and this is how the students know what periods they have on any

given day.

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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.

The inside of the school is just as clean as the outside and has a lot of signs which have a stamp on them

which reads approved for posting. They have four main hallways clearly labeled, the 600 (6th grade

classes), 700 (7th grade classes), 800 (8th grade classes) halls and the Performing Arts hall. All of the halls

have an entrance and an exit sign on either end of the hall making it a one-way hallway which is a great

idea. The lighting, doors, windows, colors and decorations are very appropriate for the school and very

up kept. The two security or campus monitors are very aware of the students and what they are supposed

to be doing. They monitor all of the students and are accompanied by the school principal, assistant

principal and deans in order to keep the flow going. All of the students respect the elders present and

seem to feel comfortable at giving them a high five or hug.

Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere within
the school.

1. Identify the schools mission statement, motto, and mascot.

The mission statement is one that I love and it is something lived by here in Mack. We build humans

here! Not only is it shown to students in educational courses but also in life skills needed in their daily

activities. The school motto is Mavericks Acquiring College Knowledge. Every year that I have

worked here though, they have a new statement on incorporate a second motto. This year, it is Believe

it, See it. See it. Believe it. This is always something we try to instill in all of the students. The school

has this motto in different posters and banners and they live by that. The mascot is the bull:

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2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other
areas of the school. (Example: teachers lounge)

The staff and visitors interaction in the school is very humbling. As you walk in, they great you with a

smile and ask how they can help you. They make sure to acknowledge your presence there and guide you

to the right class. There are two student aides assisting in the front office and they walk with me to the

class. They tell me they are excited to help out for a period in the front office and they walk around

smiling and greeting everyone they see.

During the rest of the day, I am mainly in the class but we do get a visitor. It is a Math teacher who sits in

and observes the class. Later, Ms. Lozito shares that they do walkthroughs, they have to do one every

week and evaluate the teacher after the observation. The Math teacher is very polite, observes for about

five minutes and then exits the room waving good bye.

During lunch, Ms. Lozito and I go into the lounge where we are greeted by other teachers and asked to

join them. There is a lot of conversation of how the day is going and what will Thanksgiving look like for

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all of us. One of the teachers see a sub sitting by himself and as we all catch the sub; we invite him to sit

in with us. He shares that this is the first school that he feels so welcomed and he is grateful for that. We

all talk for our thirty minutes and say our good byes.

3. Observe student-to-student interactions, inside and outside the building.


Observe where students gather to socialize lunchroom, halls, playground, etc.

The students are very excited during their lunch time. They are able to spend some time talking and

interacting with friends. I see them laughing and playing as they see their thirty minutes fly by. Some

are on their own with their headphones on and moving their heads back and forth as they listen to their

favorite music. I ask some of them about lunch and they say, Ms. V, I dont eat, I want to hang out with

my friends. I tell them the importance of lunch and how they can still enjoy each other during their

lunch time in the cafeteria. They laugh and tell me they rather be out in the yard or midway hallway just

chatting. I see some are too close for Middle School age students. They are hugging and I immediately

remind them of our hands off policy. After lunch, some of them hi five the security as they start their way

to class. Still laughing and talking as they walk quickly to their classrooms. We dont have a playground

but do see that some bring basketballs, soccer balls and footballs to play in the field. I go and watch them

and they are surprise to see me there as they run to give me a hug. There is a group of Spanish speaking

teens who say more than they should, if you get what I mean, and as I look at them, they remember that I

can understand the words that are coming out of their mouths. I enjoy seeing all of them and I love the

way that all the differences can be put aside and they all interact no matter the color, race or religion.

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4. 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.

C. Culture of the Classroom:

*1. Look for teacher(s) expectations for learning and success, interactions with students, and his/her
personality.

The teacher is very friendly, kind and has a structure she likes to keep as every class begins. Her

interactions with the student population is one of respect and high expectations. She doesnt have any

children of her own but has told me and them that they are her children and that she does this because she

loves teaching. She believes in them and you can see that as she takes time to help all of her students.

They know that she is the authority in the classroom and aim at pleasing her by playing well and by

acknowledging her rules. She has a fun yet loving relationship and interacts with them constantly.

*2. Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of power,
tone, frequency and reinforcements. Who participates? Who does not?

The interactions between the teacher, myself and the students is very open and honest. They are always

reminded that they can come and visit any time they need anything and that they are cared for. The

rapport is built since the first day and it is established with some sooner than others. They share many
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things and ask for guidance. They know that though the teacher is there to support and advise them, she is

still the teacher and the one with the power. She yells sometimes when she needs to get their attention

and as time passes, she learns to tone her voice down as some students seem frightened at the yelling.

The reinforcements for both positive and negative behavior are always enforced. The good with praises

and the negative with reminders of what is expected. All of the children participate except those that

forgot their instruments, and even then, there is always something to do. No one is left out! She catches

the attention of those that are off focus and first asks if they need help and that alone is a sign that she is

aware that they are not participating. The biggest concern is of those ELL students, even though Music is

an international language as she states, they still need that extra help and she provides it for them. She

partners them up with someone in their section who is able to give them some extra one on one and even

uses the hallway as an area for extra help.

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?

MusichasbeenasignificantpartofmylifeandIwantedtobeabletosharemypassionofmusicwith
futuregenerations.

Interview Question 2: What is the main challenge(s) you face as a teacher?

ThemainchallengeIfaceasateacherisreachingstudentswhosefirstlanguageisnotEnglish.

Interview Question 3: What is the best part(s) of being a teacher?

Thebestpartaboutbeingateacherisseeingthestudentsexcitedaboutlearningandwitnessingthat
ahha!momentwhentheyunderstandwhattheyarelearning.
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Interview Question 4: Beyond standardized testing, what assessments do you use regularly? How do
assessment results determine flexible grouping?

Iconsistentlyuseperformanceassessmentsinmyclass.Bylisteningtomystudentsplaytheir
instrumentsinsmallgroupsorindividually,Iamabletodeterminethestrengthsandweaknessofeach
student.Thisdatahelpsmetoplanfuturelessonstoaccommodatealllearninglevels.

Interview Question 5: What requirements are placed on you for reporting progress to parents?

Wearerequiredtosubmitgradestotheparentstwiceperquarter.Theparentsreceiveaprogressgrade
reportinthemiddleofthequarterandafinalgradeattheendofthequarter.

Interview Question 6: Describe the interaction and discussion you have with a students parents?

Whenhavingdiscussionswithparents,theytypicallywanttodiscussthestudentsprogressandbehavior
withintheclass.

Interview Question 7: What type of discussions do you typically have with parents?

Discussionswithparentswilltypicallycoverclassroombehaviors,studentsprogress,orupcoming
performances.

Interview Question 8: How much grading do you complete on a daily/weekly basis?

Studentsreceiveaweeklygradebasedontheireffortsinclass.Studentsarealsogradedonspecific
standardsinsteadofindividualassignments.Forexample,thestudentsmayhavefiveassignmentsthat
willbegradedunderonstandard.

Interview Question 9: How much time does it take to prepare lessons for the day/week?

It takes me about 1-2 hours to prepare for weekly lessons. However, additional time is needed if the
lessons need to be altered.

*Interview Question 10: What procedures or strategies do you use to maximize instructional time?

Procedures are set in place at the beginning of the year to help maximize instructional time. The students
have a procedure for entering the classroom as well as instructions on the board so they know exactly
what is expected from them during each class.

*Interview Question 11: What positive reinforcement programs and behavioral consequences seem most
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effective with students?

Positivereinforcementsaregivenonadailybasis.Iprovidespecificfeedbacktothestudentsonhow
theyareprogress.Forexample,Imightsay,Trumpets,Ireallylikedhowyoushapedthephrasein
measure15.IalsousearewardsystemifIcatchstudentsbeinggood.

Interview Question 12: How are specialist teachers involved in the instructional planning process?

IamaspecialistteacherandIguidemyownplanningbasedonasetofstandardsprovidedbythestate.

Interview Question 13: How often are you evaluated, and what measurement tool(s) is used by the
administration for determining your own performance?

IamevaluatedtwiceperyearandtheadministrationusestheNEPFstandardsasacriterionforour
evaluations.

Interview Question 14: What consequences are there if your evaluation is not favorable?

Ifourevaluationisnotfavorable,wecouldbeputonprobation.Thiswouldmeanthatwewouldbe
evaluatedmorefrequentlythroughouttheyear.

Interview Question 15: What types of support do you receive instructionally, financially or
professionally from the school, parent organization or school district to enhance instruction?

We receive numerous professional development opportunities to help guide instruction. If finances are
needed, we are able to submit a request. Our school is very supportive of our needs.

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.

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Teacher Exchange Directed to Boys Teacher Exchange Directed to Girls

//////////////// ///////////

16 11

*Summarize your Classroom Interactions data from above:

The interaction with the male population out beat the female population and I can clearly see the reasons

why. As the teacher was going through the music, I saw that many of the boys were talking or a little

scare to play their instrument. The difference can also be in the type of instrument male student have

chosen. The females mostly pick the Clarinets and the Flutes while the male students picked the

Trombones, Trumpets and the Percussion area. The instruments themselves can be a bit more challenging

and it is a great thing that she is able to provide the males with the assistance needed. The girls look to

each other for help and rely less on the teacher. She seems fair with both male and female students and

does not ignore anyones questions. I can tell you that the girls interaction, at least four out of the eleven

was Ms. Can I go to the bathroom. She just smiled and said, Not right now but check back. She holds

her composure very well and loves what she does.

ADMINITSTRATOR INTERVIEW QUESTIONS: IF YOU HAD AN INTERVIEW WITH AN


ADMINISTRATOR, WHAT 5 QUESTIONS WOULD YOU ASK AN ADMINISTRATOR
REGARDING HIS/HER ADMINISTRATIVE POSITION? (QUESTIONS REQUIRED)

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?)

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(The following questions were able to be arranged with the Dean of Jerome Mack Middle School.
They were done with a dean that I admire for her hard work and that is Joann Strand. She is the
only Dean on campus this year and is doing a great job as Dean.) I originally sent fie questions but
unfortunately she missed my first one which was, Why Mack? She is a very busy person so I did
not want to bother her with another email.

Hi Karen,
Thank you for your kind words. I have to make it quick, but here is a piece of my heart; I love our
Mack family!

What is the best part of your day?

Seeing the people I work with each day. I also love meeting the parents of the students. I find
great joy in providing assistants to them and their children. I especially like painting a picture of
the student's future if he/she continues down the same path without setting goals to make their
dreams come true. I always tell them that I am living my dream job so that I can help them make
their dreams come true.

You have home visits here at Mack. Can you share the first visit with us again?

Home visits change our lives for the betterment of students and staff. When students see that
we care about them, they want to perform their best. My first home visit anticipation left me with
concern. I wondered about my safety, because I am the dean and I have had to discipline this
student in the past. I was also concerned for the safety of my vehicle in the parking lot, because
all of the neighborhood students knew my vehicle. I also anticipated that the home I was to visit
was the one with the blinds all broken and bent. I made this assumption because the brothers I
was to visit have destroyed school property without regard. I was wrong on all accounts. Wrong
blinds; wrong house. The brothers' home was well kept. Though there was little furniture we
were invited to sit on a bench of some sort. The boys told us of their goals and dreams, they
showed us their pets, and they danced for us because they love to dance. The boys now hug me
at school and mom enjoys phone calls. Home visits change lives; mine too.

How would you determine if a teacher is right for Mack?

When we screen to hire for Mack, we screen for heart. My favorite questions are those like
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these: What song best describes who you are? What Disney character are you most like? Are
you more like a rubber band, a piece of string, or a paper clip? These questions all allow us to
see the real person beyond the practiced answers. If the candidate doesn't say that they love
children and it is their passion to help them succeed, they are probably not a good fit for Mack.
They have to have heart. The rest of the skills can be taught and learned, but heart is there or
it's not.

What would you change with this Campus? If anything.

We have great people in place. I wouldn't change that. I will continue to coach those who
struggle and remind them that loving kids comes first. I would keep the plica pursuit of the
Charter schools away--they can go build their own. Strong arming what is working for our
community school isn't the answer for our kiddos.

Interviewed school administrators name/title:

JoAnn Strand
Dean of Students
702.799.2005 X 4501
Jerome Mack Middle School
4250 Karen Ave.
Las Vegas, NV 89121

SPECIALIST CLASSROOM OBSERVATION: This is optional: Remember some schools do not


have these programs. Specialist classroom visits are strongly encouraged ONLY IF THEY CAN BE
ARRANGED. Make sure you get permission from your cooperating teacher, as well as the lead teacher
in the specialist, GATE/AP, or special education room.
A) Ask permission from your cooperating teacher to accompany the students and observe one or more
of the specialist classes (Art, Music, Library, Humanities, and PE) they attend, or a different
middle/high school subject the same students attend within your cooperating teachers grade level
team.

1. Do the students participate or behave differently in these classes in comparison to their regular
academic/cooperating teachers class?
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a. Not at all, I was able to go and visit the class were Saul takes Art for about 10 minutes and

was excited to see that he is the same independent student he is with Band. His art teacher,

Mr. Cooper stated that he doesnt show any kind of disability because of his independence.

He actually admires Saul and his willingness to learn and cooperate in class.

2. Does any student seem to have a particular talent? Describe.


a. Saul has a very particular talent, a go getter! He is very independent. He wants to be a

police office and does not seem his disability will keep him from that. We all tell him that

if he pushes himself and continues on set in his ways, he can do anything he sets his mind

to.

3. What is the curriculum like in comparison to the regular education (cooperating teachers)
class?
a. In both elective classes, it is very hands on. In one, he plays his instrument and in the

other, he draws and colors. The one thing I see different is that the Art teacher (and he

recognizes this) does not focus a lot on the children with disabilities. He tells me it is not

because he doesnt want to, it is because all of them have their one on ones and relies on

them for support.

4. Describe the specialist teachers instructional style.


a. The teacher is very friendly and I loved walking in when the students walked in because

there was a slide on the projector that said, Ready to Meditate. It was accompanied by

classical medication music and all children sat down and closed their eyes. I wanted to

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take a seat also and relax. There was not a lot of talking only the noise of the students

coming in and the Special Education students setting up in the back.

5. What different strategies do you notice this teacher using that are successful?
a. The meditation is awesome. I also see that here; the female students are the ones that like

getting the one on one rather than the boys. They like having Mr. Coopers attention and

his guidance and approval. He doesnt raise his voice much and that works well in his

class.

6. What are the challenges the specialist teacher has to deal with?
a. The challenges I see most is the classroom size, he has 48 students and 5 of them are with

Special Needs. Two of them are wheelchair bound and the space doesnt help much with

that. The students are limited to the area they are wheeled to and all share one table. I

think the set up should be a little different.

7. How are student needs being met?


a. All of the students are able to get the instruments and supplies needed. I believe that this is

a privilege that many students take for granted and always think of my Country were we

are limited to these great opportunities. The students break crayons and just throw them

away, see I recycle them and put them in the oven to make mix colored crayons. I think

that not only with the supplies but with the teacher who is accessible and willing to answer

the questions is a great thing. Definitely meets all of the needs of the students.

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.

(unfortunately, there is no Gate program in Jerome Mack Middle School so I was


unable to look at this.)
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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 teachers 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 students name down when you are writing observation notes.
Maintain the students 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?
a. The only difference I see is that Saul plays more of a role model role. He is a leader in

his class and you can see that many of his peers look up to him. He gets the pencils

and crayons ready and is always asking if there is anything he can do.

2. What is the curriculum like in comparison to the regular education class?


a. The curriculum here is more structured since it is a Special Education class. They are

working on a project for thanksgiving and with the 6 children there is a teacher, an aid,

and two one on ones which is amazing. The adults talk about the day but still focus on

helping the children build their turkey to take home. The room is very clean and the

students enjoy the open space.

3. Describe the SPED teachers instructional style.


a. The teacher is very quiet and polite to her students. You can tell she is very patient and

very hands on. She has many other work posted all over the classroom and the room
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looks colorful. Her instructional style fits in very well with the children since they

seem to need that extra attention and love provided by her and her staff.

4. What are the challenges these students possess?


a. The challenges are those of disabilities; one student is nonverbal, two with limited

mobility, Saul and another student with orthopedic impairment and one wheelchair

bound student but able to speak and has upper body function.

5. How are student needs being met?


a. Absolutely, the fact that they have four adults in the room is amazing. I have not seen

that before. The teacher tells me it is because the parents for these students truly care

enough to make sure that all of their needs are being met. They have asked for one on

ones and they have received them. Other parents either because they dont know or

they dont want to be bothered with, fail to get the accommodations for their children.

6. CSN EDU 203 students ask if you could attend an IEP meeting if possible.
a. Though I am a licensed support staff employee, the IEPs are held in the morning time

before my arrival. I could not make arrangements to be in one nor did I ask to get the

okay to attend.

OBSERVING A STUDENT: Discretely observe one student during an extended period of direct
instruction in the classroom. Summarize what the student did during the observation, making sure to
document ALL behavior. Detail what was going on in the environment, and what you observed the
student doing while the lesson was being given. Please summarize 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 students point of view.
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(You may print and submit a hand written summary or electronically submit a one-page document.)

The class that I went to observe later on that day was the Orchestra class. I actually spend some

time in that class since I use to be the teacher assistant last school year. The teacher from 2015-2016 left

and a few students have been resenting the change. A few have been acting out and just not adapting well.

I was asked to go and speak to the advance Orchestra class because they have a Holiday Concert coming

up in December and they are just not managing the songs. There she was Kamila, my one and only

Kamila. Kamila came in last year and told me no and no and no and I dont want to and why and who

cares and so on. She always got a smile out of my face and I always thought about her late into my day at

home. I even spoke about her during dinner at the table. Kamila was diagnosed with ADHD Attention

deficit hyperactivity disorder at age 6. ADHD affects children and teens and can continue into

adulthood. ADHD is the most commonly diagnosed mental disorder of children. Children with ADHD may

be hyperactive and unable control their impulses. Or they may have trouble paying attention. These behaviors

interfere with school and home life.

Needless to say Kamila was never able to stay put. Every day there was a question and sometimes the

same question as the day before. I loved answering them though and always though how some people may

view her. Here in this class, the views of individuals who dont understand are being fulfilled and Kamila

knows it. She feels misunderstood, and as soon as I walk in she runs and hugs me and tells me how much she

misses me. Ms. V, I cant stand that new teacher, she hates me! I reassure her that she doesnt and that its

all a matter of change and they will both adapt. I sense though that yes, the new 23-year-old Orchestra teacher

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with no children has no intention of understanding or supporting Kamilas condition. I walk in and for the first

time through the window before walking in I see Kamila just sitting there in the corner playing her Violin with

a sad look in her face while the other students are chatting away, some running in the room and others playing

with a water bottle (the toss challenge). One I walk in and see her reaction, I see a teary eye and ask what is

wrong Kamila and she tells me again that she just misses me and Mr. Chan, the prior Orchestra teacher. It is

not the same, I tell you, she doesnt like me. I ask her to have a seat and the teacher takes control of the class

and they start playing one of the songs expected to be played for the concert. It is a Holiday Medley and some

songs I can pick up on and others sound very poorly. Kamila tried to sit still and focus but is annoyed by her

classmate who is just moving his Bow back and forth on the Violin. She tells him to stop and then the teacher

picks on her for talking while she is teaching. Kamila then answers back and they both bicker back and forth

which I completely disagree with. She asks me to speak to Kamila outside which I immediately ably to. I

reassure Kamila that she can be anything she sets her mind to and that in life we will encounter many different

type of people, some that will love us and some that dont. Some that respect us and some that dont! I tell

her that they are not the ones that make us, we make us. She cries and I cry because I get it, I get the

discrimination or the loss of patience given by others and sometimes there is nothing we can do. We just have

to make the best of it and prove others wrong. I walked her back in and I did share Kamilas feelings in

Orchestra class. I didnt go into too much detail but I did share with the Orchestra teacher that there are times

we have to be a little extra patient.

SUMMARY:

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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.)

EDU 203 Special Education Course Summary

Student Name: Karen I Villatoro Gonzalez

Date Submitted: December 12, 2016

This whole experience has been amazing. We are never to knowledgeable and we have to

understand that every morning we wake up; life will have a new lesson prepared for you. Just like in my

other observations, it was a great learning interaction with the students, the school, the administration and

the teachers that allowed me to observe. There is so much love in Jerome Mack Middle school and

admiration to those like us that challenge themselves to get a teaching degree. Most of them told me that

this is not a job, which I love, it something were you can make a change. The most important part for me

in observations and working with children is the children themselves. I always say that we can learn from

them too. Children are a great example of humbleness, love, need, laughter and so much to us. They are

able to learn from us and respect us but we have to show them respect as well. The number one thing I

learned is that if a child perceives love, patience and kindness, they will feel comfortable with you and

your classroom setting but if you perceive youre angry, annoyed, or you are just not happy, they will feel

uncomfortable around you. I honestly cannot wait to have my own classroom where I can welcome the

students as well as their families. I will continue to focus on helping the community and working for an

administration who puts childrens needs first.

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> Validated Field Observation Time Log

> Completed Field Observation Student Evaluation sheets

> The CCSD cooperating teacher must also email the students CSN Instructor before
the final exam date. The instructors email can be found on the first page of this
packet. (pass/fail for the student).

STUDENT IMPORTANT NOTE:


Remember to save this completed packet in digital form, or as a hard copy for your Education
Capstone Course, (EDU 299)

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