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: >>> Yvonne Gallardo

CSN Course: >>> Introduction to Special Education

Professor: >>> Susan Bridges

Professor’s email: >>> susan.bridges@csn.edu

CCSD School: >>> Sister Robert Joseph Bailey Elementary

Cooperating Teacher: >>> Estralia Russell

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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.

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
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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. >>>

I liked the very first thing I noticed about the classroom on my first day of observing. There was a poster on the
outside of her door that read “This is a no failure class. Everyone, including teachers, makes mistakes! So, what
happens if you answer a question incorrectly? The WORST thing that could happen in that your classmates and
teacher will remind you that you are still cool.” The classroom in general also looked neat and organized.

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 classroom, since it was a resource, was composed of a variety of students. Some were Hispanic,
Caucasian, and Black. They were all English-speaking students who had learning disabilities.

Observation 3: What are the posted class rules in the room? (exactly as written) >>>

This teacher has five rules posted in her classroom: Follow directions quickly, raise your hand for permission to
speak, raise your hand for permission to leave your seat, make smart choices, make your dear teacher happy.

Observation 4: Does the teacher enforce these posted rules? Are rewards or consequences being used for
compliance or noncompliance? >>>

I’m not sure exactly what the consequences are for not following the rules. The only thing I observed if someone
was making a “bad choice” there was a verbal prompt to stop that behavior and adjust it to a “good choice”. I don’t
think that things ever really got bad enough for her to go much further into her progressive discipline.

ASSIGNMENT 2 (Classroom Layout): Use graph paper or drawing software to create an accurate overhead
view, labeled drawing, of your assigned classroom before answering the questions below

>>>INSERT YOUR DRAWING HERE<<<

Classroom Layout Question 1: Describe the workflow of the room. Is the space used efficiently? >>>

The space appears to be used efficiently. I am not sure the average class size for a special education
classroom such as this, but with only 7 students in the room per class there is definitely more than
enough space.

Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved?
>>>

This teacher did a great job at arranging the desks. She has a table for independent work, other group work, and
those that work with the teacher.

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? >>>

She did not have a posted schedule because she said that her schedule would change from time to time because
of the students that were coming from different classrooms.

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

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Most of the instruction I observed was done as a group. The teacher would work with the group and then gave
the students independent work so that they could work on their own. If she noticed that a student was struggling,
she would step in and help the student out.

Instruction Question 3: How would you describe your cooperating teacher’s teaching style? >>>

She definitely has a very positive teaching style. If someone is doing what they are supposed to she makes sure
to praise them. And if someone is not doing what they are supposed to, she kindly re-directs them. Or if the same
person continues doing something they aren’t supposed to she will ask the student if they are making a good
choice and also ask what it is they should choose to do instead.

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

One day they were talking about roller coasters and she then brought out a K’nex set so they could practice
building their own roller coasters. There is a non-verbal student in this class and to check his understanding of the
story they were reading on the smart board she asked him to come up and circle the person’s name that was in
the picture.

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

In general the students behave pretty well in this class from what I have seen. When they are called over to work
individually with the teacher the students know that the more on task they are and the more they cooperate the
sooner they can go back to doing something else that they prefer to do.

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

No

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

In the lessons I observed there was quite a bit of individualized instructional time. She would call one student over
at a time to provide them individual attention while the others did something else on their own. I think it is a good
style.

Instruction Question 8: How does the cooperating teacher handle transitions from one subject or period to
another, and are these transitions efficient? >>>

Yes, she gave them 3 minutes to walk back to their class.

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

I did not observe any sort of “attention getting” methods other than her saying at times “listen up”.

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. >>>

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Sometimes she would ask a student “are you making a good choice right now?”. “What would be a better choice
that you could make right now”? I like that better than just telling them to stop or yelling at them. I think it helps
them realize and own their behaviors and actions and come up with solutions on their own.

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. >>>

She does have a reward system such as Class Dojo. Students tend to really like class dojo because they can win
prizes for positive behavior.

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. >>>

I’m not exactly sure what this question means by “consider the school property” but I do have some
general observations while walking around. The building is very old, although the campus in general
seems clean and well kept. One day there was a big thing of graffiti on one of the walls, but they got
that covered up and cleaned up quickly.

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

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

1. Identify the school’s mission statement, motto, and mascot. >>>

Sister Robert Joseph Bailey Elementary School will focus on the use of quality resources, quality teaching
strategies and methods and give quality time to provide the healthiest learning environment for our
students.

Motto – I have asked around and no one seems to know of any particular motto the school has.
School Mascot- Bronco Horse

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

I tend to stay away from faculty rooms during my lunch break now because more often than not
other teachers use it as a time to complain about whatever issues they are having with
Admin/student/etc. The main office staff I believe always does a nice job of making visitors and
other staff members feel welcome to the building and they are very helpful whenever need be.
2. 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? >>>

They use both. Depending on the need and level of the student.

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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. >>>

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. >>>

They have a display with a variety of awards that the school has received. Also, student art.

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. >>>

This teacher really believes that all students can learn. Learning and success may look different from
child to child, but she pushes each one to do their very best. A lot of times students with Autism are
very prompt dependent and tend to only do things when they are told to do them. She stresses the
importance of independence by teaching them what good choices are, when to make them, and
encouraging them to do it on their own.

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

All the students were participating, but if Ms. Russell noticed that one particular students was not
paying attention she would right away ask him or her to focus.

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

The students were getting along with the teacher and were engaged in the material she was teaching.
For the 2 days that I was there I did not notice any student who was not engaged in the material Ms.
Russell was teaching.

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 became a teacher because I felt God leading me to do so.

Interview Question 2: What are the main challenges you face as a teacher? >>>

There are quite a few challenges but I would say the biggest is dealing with legislation made by politicians for
education because there are some things I am required to do which do not make sense. For instance, I teach in a
self-contained setting where most of my students qualify to take the alternate assessment. Less than 1% of the
student population can qualify to take the alternate and yet the alternate requires students to know things like
functions and slope; how functional is that?

Interview Question 3: What is the best part of being a teacher? >>>

The best part is watching a student learn and grow.

Interview Question 4: How do you determine where students sit in class? >>>

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I allow them to sit anywhere as long as they are listening and doing their work.

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

I get to know the student and observe his or her work.

Interview Question 6: Beyond standardized testing, what assessments do you use regularly? >>>

I use a program called Unique Learning System (ULS). They have monthly pre- and post-test and also
benchmarks covering academic and transition skills. I use the results to guide my instruction but not my grouping
as when I have 5-8 students at a time, groups tend to be whole and small at the same time.

Interview Question 7: What requirements are placed on you for reporting progress to parents? >>>

Most of the parents tend to talk to the students’ primary teacher. Once in a while I will get a parent who wants to
check in with me.

Interview Question 8: How often do you interact with a student’s parents in person, and what type of discussions
do you typically have? >>>

As I mentioned before, most of the parents speak to the primary teacher but when I do speak to them we talk
about their child’s progress and what they accomplish in my classroom.

Interview Question 9: How much grading do you complete on a daily/weekly basis? >>>

I don’t give official grades. I just evaluate the students’ work and see what they need assistance with.

I do not give official grades because I am the resource teacher.

Interview Question 10: How long does it take to prepare lessons for the day/week? >>>

ULS has prepared lessons but I have to adapt to make sure I meet IEP goals, prepare for testing, and expose to
the gen ed curriculum so on average I spend 3-5 at the beginning of each week and then 30 minutes to an hour
before or after school adapting lessons or preparing materials.

Interview Question 11: What procedures or strategies do you use to maximize instructional time? >>>

This will sound strange but the best strategy to maximize instructional time is to plan for regular opportunities for
students to have access to reinforcement. I get much more quality instruction if I keep it short but more frequent
as if I go longer than 20 minutes at a time, I get an increase in negative behaviors. Preparation is also very
important if you want to maximize instructional time.

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

The most effective ones are those which are consistent and applied with love and kindness. Kids know when you
care.

Interview Question 13: How are specialist teachers involved in the instructional planning process? >>>

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Teachers ask for my input on how to modify lessons or tasks and I collaborate with them on ideas so I can teach
the same curriculum as they do when possible.

Interview Question 14: How often are you evaluated, and what measurement tool is used by the administration
for determining your teaching performance? >>>

There is one evaluation a year but that consists of 3 observations throughout the year (or more). I am
evaluated according to the NEPF.

Interview Question 15: What consequences are there if your evaluation is not favorable? >>>

I have not had a bad evaluation but even if something is questionable, admin gives you a chance to make
changes and will come observe again so they can see if you are trying or not.

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? >>>

Teachers receive $124 to spend on class supplies; plus self-contained classrooms receive a little over
$1000 a year. I also belong to a district ULS support team and a NAA support team, which offers
instructional support. the LINKS team offers support for autism classrooms, especially with behaviors
and so do behavior specialist (mentors??? honestly, they keep changing titles).

Interview Question 17: What surprised you most about teaching as a profession? >>>

Just seeing how everything is changing and these students are very technological.

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.

>>> The lesson in which I chose to observe a particular student involved reading a story together
and talking about the various things that happened in the text. Prior to the lesson starting all the student’s
were at their tables using their iPad’s but as soon as she said “okay it’s Miss Russell’s turn” they all
immediately put their stuff away and sat in front of the smart board. While taking turns reading parts of
the story, the student I was observing had to be redirected a few times for not having a “calm body”, for
belching really loud, and for turning around to try and talk to one of the SPTA’s. He did surprise me
though with his reading ability when it was his turn, so that was cool!

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

>>> I am very satisfied and appreciate that I was put in Ms. Russell’s classroom. She was very helpful and have
me lots of tips. I was able to pick some learning techniques by observing her and she allowed
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me to work with the students as well. I did see that some students struggled to understand the material but Ms.
Russell was very patient and assured them that with practice they were going to be able to accomplish their
learning goals. It was a great experience because I was able to see how a teacher deals with students who get
pulled out of classrooms for independent and group studying. I do feel that resource classrooms are necessary
because some students need more assistance than others in a setting with fewer students. Overall, this was a
learning experience and everyone at the school that I encountered was very nice and supportive.

Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student must submit their
completed Field Observation Activities Packet, Time Log, and Student Evaluation to their CSN instructor for
grading. The student must also provide the CCSD cooperating teacher with their CSN professor’s contact
information, so the cooperating teacher can send a quick email validation that the student completed their 10
hours before the final exam date.

The instructor’s email can be found on the first page of this packet, and on the next page.
Remember to save this completed packet in digital form, or as a hard copy for the
Education Department’s capstone course, (EDU 299)

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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 Education

EDU 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 203 Introduction to Special Education

CSN Professor: >>> Susan Bridges

CSN Professor’s phone: >>> 248-240-0372

CSN Professor’s email: >>> susan.bridges.@csn.edu

Student’s name: >>> Yvonne Gallardo

Student’s email: >>> Yvonne_gallardo@yahoo.com

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

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CSN Student: >>> Yvonne Gallardo

CSN Instructor: >>> Susan Bridges

CCSD School Assigned: >>> Sister Robert Joseph Bailey Elementary

CCSD Cooperating Teacher: >>> Estralia Russell

CCSD Grade/Department: >>> Multiple grades/ special education

CCSD School Principal: >>> Brenton Lago

CCSD School Phone & Fax: (702) >>> 799- 7510 (702) >>> 799-7515

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS

10/03/2017 8:00 AM 2:00 P.M 6

10/04/2017 8:00 AM 12:00 P.M 4

TOTAL HOURS:

10

Cooperating Teacher Signature: _______________________________ Date: __10/3/17_________________

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,
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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 89030-4228
SORT CODE CYS-222

Enter the appropriate “Performance Indicator Score” in the spaces below

(4)=exemplary (3)=consistent level (2)=not consistent (1)=lacking

__4___ Professional appearance, adherence to CCSD dress code

__4___ Reliability, punctuality

__4___ Communicates effectively with teachers and staff

___4__ Demonstrates manners, graciousness

__4___ Reflects upon observations using critical thinking

__4___ Demonstrates enthusiasm and curiosity toward the profession

__4___ Models respectful behavior with students

__4___ Uses appropriate language

___4__ Exhibits pre-service educator success indicators

Comments: Very observant and help full.

Cooperating Teacher’s Signature: __________________________________ Date: 10/03/17__________

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