GSN Education Department, Field Observation Packet We .cae., Greetings Future Educator, he of the most rewarding aspects of EDU 201, EDU 202 and EDU 203 is the ‘opportunity you'll have to actually work with students at the grade level you are interested in eventually teaching, These three CSN courses require all students to complete a (10) ten hour "Field Observation" component in one of the four service areas of the Clark County School District. Once your placement is processed, you will receive details regarding your specific school from your CSN instructor. You will then contact the school and mest with your cooperating teacher. Both you and your cooperating teacher will design a mutually agreeable schedule for you to complete your required contact hours. Within this packet, you will find the required assignments and experiences you must fulfill in order to pass this class, Name TESSIC Chrish@ — protessor OMG Granth cesp Schoot: (Nilliarn E. Ferran cooperating Teacher. MS. Nelson © CSN Education Department, Las Vegas, Nevada 2010, 1CSN Education Department, Field Observation Packet UPON ARRIVAL THE FIRST DAY... Introduce yourself. 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 Intro to Education class. Show the teacher this “Field Observation Packet”, your “Field Observation Time Log” and “Evaluation of Field Experience Student” pages. Let the teacher know that you will be asking him/ner to verify your hours of attendance each time you visit, and grading you after the observation hours are complete. ASSIGNMENT ONE (Observations): After introducing yourself to the olass, take a seat in a nonintrusive location to begin doing some classroom observations. Complete the questions below: Observation 1: What are your first impressions of the classroom/school environment? Warm? Friendly? Organized etc? pie the physical environment in detail. Fey yon iS Very iquized nel Loe lon or looks like ind Sher Hee pon seheels aS WS LASS OOM noe OR veg Fey" Yea Keone rsd Reeling: “The. flay Was ell Ug lit Ooh, Observation 2: Please es the sitident make-up of the class, including gender, ethnicity, ELL, students with physical challenges, and any oe apparent attributes that are important to note. ~r7, class iS Made OP even freten bole, and rd Girls, Eflnicall ib IS ey i eve are hy ELL. Students, theve ven Huse a ste Shodents. One chil bas & Ineo BN oe obeGrvation 9: What ate the posted class ruies in the room? (exactly as written) \. Foy attention 2. Follows directions, 3 Comper al 4 pe Polite. on eee CEP Youre feet to Yeorsele Bb vation 4: oes fe an F'4 entorce the rules? Are rewards or consequences being used for compliance or norcomplianes? fVies . Nelson cloes sem Perce oe voles, TE spudents are bei ood! thew chp es Im oved Prom ready te Tea Ye v Thy hae chee ro the Rreasure. Lox. LE cat Nadal Aeeabnes FS ESR acheCSN Education Department, Field Observation Packet ASSIGNMENT TWO (Classroom Layout): Use the graph paper provided to create an overhead view, labeled drawing of your assigned classroom, and then answer the questions that follow. Cj wT snele if Parka T — t ! ord © CSN Education Department, Las Vegas, Nevada 2010 4CSN Education Department, Field Observation Packet Classroom Layout Question 1: Describe the work flow of the room. Is the space used efficiently? ~ rig Flaw of the Clagsiraom iS or@aht / nd CREA. There ant Beperake places Par ve Weg Ge Compe S shader eee rMUPS 6 they an do “ K Sh a Ff hav ay keel eer et in ase && ha ag Classroom Layout Question 2: In your opinion, how can the physical arrangement of the room be improved? Thyrt Waoul de no way +o impreve, the classrtom, The layout i§ weil tholght out to Give students the Best Korning envitonments. Classroom Layout Question 3: in your opinion, are there any concerns regarding safety during a normal school day or during the possibility of fire, shelter in place, or led? when hooks, at the claSsroom there are Oo Nees. regarding sakly, There (§ enough SPA ail Theo cot the oa te easily ay quickly leawe Hee room if necessary, ASSIGNMENT THREE (Instruction): Observe any instructional time in your assigned classtoom, and record your observations when presented with the questions below: Instruction Question 1: What is the posted dally schedule for different subjects or periods? $ieO~ Koo whey ILiIS~ 1°26 + Malt Bice 1800 | Reodane 1:20-2:21 Z/4 Telo~ ISSO *«Lonch 10150 - 11525 : Elective 1226~ [2116 } Libra Instruction eae 2: Is instruction dohe in small groups, centers, whole groups, individual? The. Main IMStrUction i& done, i®, whole. Greurs bot then st de boork i pally Ghar Be Hen, stu, aus ndividoally ofF of Instruction Question 3: How would you describe your cooperating teacher's facring se? Ms. Nelson's beac Vag ee +a centered appreada, . © CSN Education Department, Las Vegas, Nevada 2010 5CSN Education Department, Field Observation Packet Instruction Question 4: Does the teacher incorporate learning foferences? If 50, ah examen, ee main lecwwi ee aitghets val per nce ne my kines i] ES a eD ab tse an meee, MS ate SEES ss flay les ate ier Anat! Instruction Question 5: Da the students seont engaged in the lessgn(s) that are being ae Mest Students are eng the Thay ave G@aslanHy angwecing qveshons ane ing: spuclped, There acre A couple student f ae are hot wscen king Porhcipale Constant Instructior i lon 6: Are there any Prous, isolated front the rest of the class for any reason? Why? The ShocentsS Gre not ‘Sola tel yea Soden does Start talkin ercessively Rey get thew ee Rolled ausay | the Group, the student gets “to rejan He Rnert HIG, Instruction Question 7: Is instructional time manag: oticlonuy? { Znsteoch onal a ‘s ng techn very evenly. £och 1b Slaech be ng anes reais the primar my ¢ j 1 le-~ eee =het pe sey Yor se ee Si il Instruction Question 8: How does the cooperating teacher har Randle ce m be ‘one subject or perigd to another, and are these transitions effective? lets them how whe + they aoe moved RAE S4ys ley level 2ere, po raheng), and s.¢ n From five! Re, ents te ade tals, aunts S cdenk VeSponc eR Ra pwasitions, Instruction Question 9: List ways that the teacher attempts any “attention getting” commands? (Ex: Countdown, aia flicker, Heads on van One WY ZS Con n ane a. Anche on Hy her: po Nese Fa Peay cach Pd ise Instruction sual rat ae Bolles Sods to toacttar have eRe Land. deal with? The Jeache has Yo deal lolth & Student Cohe yalks meh ho WMadter wWhare. Shwe 1S moved to, Instruction Question 11: Are there any procedures in place that help or el instructional time? The proceduc iS to fellas the dlatly sdudule +0 eClechvely jeoch pe atucdents every Bing they need © CSN Ecucation Department Las Vegas, Nevada 2010 40> Leary,CSN Education Department, Field Observation Packet ASSIGNMENT FOUR (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. A. 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. 4. Consider the school property to include: building, grounds, fencing, equipment, grass, flowers, fandooaning, ‘trees, parking lot, crasswalks, gates, Sheet pe eg C8 Phere. prec C a Fhe achco\l Property iS. Se and inuiting Seyesliis § Sore akerne and : ance. b Wo} The 8 gq, 2! Consider the interior ofthe schoo ssi eae als, ocr doveringss eee, lighting, doors, windows, entrances (metal detectors and sect ri ln decorations 4 the hallways and entrance areas. ms Pranded “waide “ak He 'schoal § arg / and friendly Bright decocations adorn each teaches B. Culture of the School: Read, listen and observe to determine the climate, values, and atmosphere within the school. 1. Identity the school’s mission statement, mote. and mascot. nis 07 {2 ester) meyer he HR ee yr ONY! isc Yer hi, nia ery AEE 18 G3ceesSful im Fel ahug, poe and Seidl WOrS) “The mascot 1G a Falcon, 2. Analyze staff/student/visitor interactions in the main office, the library, Sate center, halls, lunchroom, ym and other areas of the school. ies we dibPerent GreaS through out Phe. Eee ol se ee Hhuinler OG ange ver sla } Berens Si fojene Othe Whes teachers aa) eB Gund peucenn 3. Look at and docufment formal practices: schoa! day; scheduling of classes/ subjects; ages of tudes galoneer of events; size of school: grouping of sues. Every cea by on gredplechy poland %§ a is eats, Pa in ia 8 Bel owe uniborvn scovsatteas age 38 u ing kin Se aeCSN Education Department, Field Observation Packet ‘& 4, Analyze student/student interactions in halls, classes and outside the building. Note where students gather to socialize. Are there lockers or how do students carry books and ek Sk AR are Ve Seclal ae te bey constenty Uli bob ove very eckeol Pe oye ancthed Where care hot When. shoul ES, Pome, oC eS reane Hoey m the. cl Con ie fothg peace Ree 5. Describe oo ‘crperinsic fot the ectiool by giades or dépaliteiis Nee al grades located together in one physical area of the school? Are we groups Identified? The cheal 1s Or aie zed by keepi ng classes iW same halareq bese aq Keer vie her anh fursk , secencl ae thivel, Poth ancl -& 6. 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 Hedaya assemblies, trophies, and artifacts. se Feday fre School annomas all of bre elveinenks bdents, his iS of Sp Baqreuncel ab toil of a ether ekvaCorvicalars oy, au & previ el a Halldveen, aes par an ©. Culture of the Classroom: Each classroom has its own culture and way of life. 1. Look for teacher(s) expectations for enclwe St Ineracjons with students, and his/her personality. c WES ahi bes learnin cha a consharlly Mere interacts with ~ shy as th Welcon hes, ees For Gi patron - pravicl hg see trek Stodents pod Ce BC: 2 Exes the ee of student participation in the class. [pet SAE, OF IO ‘stoclent PeorHe(pat eta, $ SUE oF lO, mest Students 208 ie ly ie darteces Coople histackel oe Uae POE fice oes 3. Eval ise tek interactions between teachers and students, rapport, congetveness, distribution of power, tone, frequency and renforenmants iS consteunt nfevercton woth tre feaclyy oes Stude yodenke. They appear lo be a cohesive oh for Neer wang See tres re Stuclen’s TY ts baie, OF get oi ine. 8 foes reminds thaw of what ty shoo ws calm bot you su anes awisg in Cl gee 8 © CSN Eaueaten partment Las veges Navas SovaCSN Education Deparunent, Field Observation Packet ASSIGNMENT FIVE (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. ah w tried athe Look decid ted caching Was there 8 La be. paias Interview Question 2: nel is the main challenge(s) you face as a teacher? Helping aw the Shadents uhen Hey all cre at deRvent lecaunng levels, Interview Question 3: What is the best pari(s) of being a teacher? the beat part of reaching 1S students. Interview rechee What was the ney reagon eee became a teacher? interview Question 4: How do you determine where students sit in class? Seating & completely vendo, Interview Question 5: How do you determine the members of any flexible groups? Tr 6 vandem Unless Students start ta\king excessively, then Hey ave meved Interview Question 6: ease cat zed testing, what assessments do you use regularly? Once Are GivVOy aa Assessment wn eed Sokec om mecrris te yok cena learning , ws wee interviow auestion 7: What Fain Yard piacea ga You for reporting progress toparents? The teacher has to Send quavieny Progress wePods. Alo biweekly PrOgrESS for the Shodents. y preg interven Hor, interview Question 8: aoe ay do you interact with a student's parents in person? Ygually ae @ dev hos ig, When parents pick op or et es Ko bee ie week jie hee nee Sven ht inteWiew Question 9 iis oambsea Rid otal POS HV Aiscossions about Studen qaing, any, Concerns any “ples HY hee, por in 4 Ist ona Ww 6 SERS do you tet leona ae / basis? Gao Aaily basis ms. Nelsor Spends aveund 3O wmvlks qeading . weekly Braun] 4 te 5 hooves oF aradiag, © CSN Education Department, Las Vegas, Nevasle 2050 ° iE SaaleCSN Education Depariment, Field Observation Packet interview Question 11: How long does it take to prepare lessons for the dayveek? Tidakes Avound ay hour per day, Prepping lesson Plans, Lt typically takes Pive te six hours per week, Interview Question 12: What procedures or strategies do you use to maximize instructional time? “Tag. feacheg Os vangi tional tools te have Smooth ingtruchora vansition. She also follous He posted daily schedule, Interview Question 13: What positive reinforcement programs have you had success with? (\ posSinhue Veinforcement rogram 1S Pe Shae yeadiag which héles ¢ shee fs with Words Whin Mey vredextra help on reacting, Interview Question 14: What behavioral consequences seem most effective with this age group? The most efechve e appreprig tt Congequence i& taking away hew WeLserds,, Interview Question 15: How are specialist teachers involved in the insrvconl planning process? The. Specialist ave imucivtd ia lessay planyige they present Speciah sed te iessons Re whe nee terventian hele. Interview Question 18: How often are you evaluated, and what measurement tool(s) is used by the administration for determining ing you own performance? The. feachers are cevealvested WwW vtew) ee have, ko Li\{ oUt evatuert ce Tennis ratloy compares the feachuy. weal (oad aclada Seb ot ‘e inter ie Guestion 17: What cosa are we if Hyour ene dase S Pregress, favorable? Tf fhe evalua & hot favorable they ee Opportunity for 2 “reuse hs nok foyorable, ae Finces Hee “ae adueninisdra hon in bere Sty, Interview Question 18: What types of support do you receive instructionally, financially or professionally rom the schog. paren organization or school disc ta enhance instruction? ABE \y Fy nance iit Oppark received # a X20 alr gard! Pram tbe school. Ole than We ier a 19 all Cot of pockel, Interview Question 19: What surprised you most about teaching as a profession? How appreciative the Stuclents are and hoo much love Wey sho, you. She constenty gis royclom hogs and diravam gS From shiden ‘© CSN Education Department, Las Vegas, Nevada 2010 10CSN — Education Department, Field Observation Packet ASSIGNMENT SIX (Classroom interactions): Teacher Exchan jirected to Boys vs. Teacher e Directed to Girls. Record tally marks for 2 20 minute period when direct instruction is taking place. When interaction is between teacher and male student, add a tally mark. Do the same when teacher interaction is between teacher and female student. Record your tally marks in chart form, and then summarize your findings in one paragraph. jachor Exchan dar der t Classroom interactions Summary: See ese. i Aa Ve. OK era H sl “There Ea rb interaction Taas isis Tes Gdeci » a Le A iMAC sere Usie iS lightly ES Staclents CSN Education Department, Las Vegas, Nevada 2016 1"CSN Education Department, Field Observation Packet ASSIGNMENT SEVEN (Administrator interview): After composing your own five open-ended questions, do your best to arrange a 15 minute interview with the principatvassistant principal/dean or other administrative personnel so you can get answers to the five prewritten questions you have. This could be the most valuable part af your experience if you can shed light upon what administrators are looking for from future applicants. * The questions are mandatory for credit, and the principal/assistant principal/dean interview is strongly encouraged if it can be arranged. csN Student Cipatpd Question #4 for Administrator wha wares, iF vds_with special needs SUCh AS “acthignn, Gers an ale Uclotsream ow placed wi THe “Special Ieatice ose, G a CSN Student\Created Question #2 eee ve Lb chifice les awace cA i > 2 C§N Student Created Question # 3 for Administrator i en led for Seacho cs to CSN Student Created Question # 5 for Administrator chow: together one \ S ged involved Git” fhe “lesson 2 Administrator Namevtitie: _(ViW- Wy [Principal ©.CSN Education Department, Las Vegas, Nevada 2010 2CSN — Education Department, Field Observation Packet ASSIGNMENT EIGHT (Specialist Classroom Observations): A. Ask permission from your cooperating teacher to accompany the students and observe some of the specialist classes they attend if possible. (Art, Music, Library, Humanities, PE or other speciats). (WOH) 1. Do your students participate or behave differently inthese,classes in comparison to their regular acadorig ese, The stucle rh pay 4 ff Ci ing fe cate eg the, BAKES Boa Wal gE ed Efe wv eh ry Say eae SS RRS particular talent? se Nok €nough te olse-ve . 3. o is 7 curr ie in compison io he requ cuzin class? jcoluem oS yer Rel ant nok ee oe i depeh oS be Vegblarc ose. 4. De ibe th list te led bo nal eae teachers inst Sea b peed y all an Snoee fv io race What IS 5. What difergrtstregouigs do vou notgs tip tencher using that aye successful? ta hes Sa POL ryt weHiCi and 1G One yee jy so ar east oes. in fj note Keg oi, 6. What are the etere the specialis! teacher Hae ed wing, we re has, 19 49 a¢el with Sho yen #5 Hg ae a cprrect 6 s Aker ace nek cleses oe have PEPER on the 7. How are student needs being met? ShockewtS yeels ave beiv rou Tver POWERS Becton viscal te (hae, Ht, oy ee B. Ask your cooperating teacher if you may observe part of the time in the GATE (Gifted and Talented classroom) jo} able to ge + i. 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 compatison to the regular education class? © CSN Education Depariment, Las Vegas, Neveea 2018 BCSN Education Department, Field Observation Packet 3. Describe the GATE teacher's 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: Special Education, SEC (Severely Emotionally Challenged), Aut room, Deat/tlard of Hearing rooms, ete. le +6 Bot observed xhese Students in the closs rt Salle Alemember, some Schools do Wot have these pragrams. Make sure you get permission fom your cooperating teacher, as wel as the ead ‘oachar in the special education room. Maintain your professionalism at ail imes. Do not write a student's name down when you are writing observation notes. Maintain the students right to privacy by referring to a student as Student #1, Student £2 ote. 1. Do you notice any social and academic os a tween the kids in this class and in the regular education classes? These. S40 ES ove qrie fer- and do rek Parhel pale aS “Macl, as the Siuden is, cade cal tyonce, Hhey veceive held Aart ercelling, 2. Ht is the Raed like, in comparison to the regular education class? SA cores oe tom aS yegular ed ed eet otudents yHean do regular Cuvictom Wey receive! ig hong! desk 40 Check 8. Deseribe the SPED teacher's instructional style. The Progr Unable +o angwer 4, What are the challenges these students etal we hese. Shudent& face. auch ag havin OBod Teg meOed SN Polas Pave te hry 5. How are student needs being met? di : S kode els ave being t by vai) “WG one an Gre Foe ie eg oles 7 ee als, They ie sid Saondal saith cuaslly peda chatade CBRN hon ofan LS Uaac nae ASCSN — Education Department, Field Observation Packet ASSIGNMENT NINE (Observing a student): Discretely observe one student in your assigned classroom during a period of direct instruction. Summarize what the student did during this observation, making sure to document ALL behavior. Detail what was going on in the environment and what you observed the student doing. Were they on task and engaged In the lesson? Please summarize the setting, the lesson that was given, and what you uncovered about putting yourself in a lesson from the student's point of view. the shudent is high! engaged wn He 00 ‘ s S Rice te Shadleg finishes mS Fas ee 4 waded by bi neig hha. é 5 eLing later KS we. VEO mai an i mecy abknhwe tO Wis peevs hile Tho tI Sdzin: Prnean a chwity acti ky, ae ie mhclpaks a Or dong av cunt reey jrveluec Although Wd iS ery in beesket and Ava Tie ft gee Eerie a Wes © CSN Education Department, Las Vegas, Nevada 2010 15CSN Education Department, Field Observation Packet ‘Summarize and reflect upon your entire 20 hour Field Observation Placement Don 4 my chservahon 7 lg coat lot. x} aoe Sw Tend sigh: acl, SW Showed? Vag Js “Bie if aie & Before final grading for the EDU 201, EDU 202, EDU 203 courses can occur: The 3 page signed CSN documents proving 10 hours of participation on the “Field Observation Tims Log” and “Evaluation of Field Experience Student” sheets must be completed and returned to the CSN student by the cooperating teacher. ‘The CCSD cooperating teacher must emai the student's CSN instructor before the final exam date. The instructor's email can be found on page 17 (pass/ fall for the student} CSN Education Department - Room 2025/ Mail Stop S2A 3200 East Cheyenne Ave North Las Vegas, NV 89030 851- 4400 CSN Education Department, Las Vegas, Nevada 2010 16CSN Education Deparunent, Field Observation Packet EDU 201/202/203 - FIELD OBSERVATION TIME LOG CSN student: Tessie. Chyighe CSN instructor; Olivigg Give Cos Schoo! Assignment: LNiMang E. Fevyan CCSD Cooperating Teacher: WS. Nelson nd 7 Grade/Department Assigned: “2° Guach Principal co. VU ee School Phone & Fax O%194-=1720_/ Tz 144 - OAL Date “Tine Tr T OAzie lac & 10/3 | [2c 2 ohe/ib (ZNO. he/2ile [7a "S215 a. Bea) Be by ne ial a = = = ay Br Fotal Hours spas} IQ We 35 min Zl ‘Your signature verities that the student has completed the required 10 hour field observation component ‘of EDUC 201, 202 or 208, Supervisory Teacher's Signature; © CSN Education Department, Las Vegas, Nevada 2010 20CSN — Education Department, Field Observation Packet Cooperating Teacher's EVALUATION OF FIELD OBSERVATION STUDENT Please complete the following evaluation (WITH THE STUDENT) after he/she has completed their observation requirement. Use the Performance Indicators Rating Scale provided to rate the student on the Performance Indicators that have been listed. Your candid, honest assessment is very valuable to the student's future development as a prospective teacher. Also, please comment upon the student’s strengths and/or weaknesses you may observe. As a seasoned professional, the student looks forward to, and appreciates your constructive comments. WISH PERFORMANCE INDICATORS RATING SCALE: 4=exemplary 3= consistent level 2=not consistent 1 CSN Student Name: lacking 1, Beginning Professional Behaviors: A. Professional appearance, adherence to CCSD dress code B. Reliability (punctual, follow through with directions) C. Communicates effectively with the cooperating teacher and staff, D. Demonstrates manners, graciousness. E, Reflects upon observation (notes,etc.) Personal Qualities: |- ‘A. Demonstrates enthusiasm and curiosity fH B. Uses appropriate voice/tone. | C. Contributes a positive attitude to the classroom, D. Demonstrates initiative 3. Connecting with the students: A. Uses appropriate language/questioning B. Perceptive in observing/locating students in need of help C. Models respectful behavior rr |e D. Uses effective proximity techniques (i.e. nearness to students) © CSN Education Department, Las Veges, Nevada 2010 aCSN Education Department, Field Observation Packet Cooperating Teacher Comments: Booed wpa cticiseahio a Ode v\ (AIC Coed te Lg : estore “The Student Gas very sidy SMind i ek yacions am. WW uderktanding OF Phe Plow oli o oye J Please remove the FIELD OBSERVATION TIME LOG and EVALUATION OF FIELD OBSERVATION STUDENT (pages 20-22) from this packet and return to the CSN student Before final grading for the EDU 201, EDU 202, EDU 203 courses can occur: ‘The 3 page signed CSN documents proving 10 hours of participation on the “Field Observation Time Log” and “Evaluation of Field Experience Student” sheets must be completed and returned to the CSN student by the cooperating ‘teacher. ‘The CCSD cooperating teacher must also email the student’s CSN Instructor before the final exam date. The instructor's emall can be found on page 17 (pass/ fail for the student) CSN Education Department - Room 2025/ Mail Stop S2A 3200 East Cheyenne Ave North Las Vegas, NV 89030 651- 4400 © CSN Education Depariment, Las Vegas, Nevada 2010 22