CSN Education Department, Field Observation Activities

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Greetings Future Educator,

One of the most rewarding
aspects of EDU 201, EDU 202
and EDU 203 is the
opportunity you will have to
actually observe students at the grade level you are interested in eventually teaching. These
CSN courses require all students to complete a 10 hour "Field Observation" in one of the 13
Performance Zones of the Clark County School District. Once your placement is processed,
you will receive details regarding your specific assigned school from your CSN instructor. You
will then contact the school and meet with your cooperating teacher. Both you and your
cooperating teacher will design a mutually agreeable schedule to complete your required
contact hours. Within this packet, you will find the required experience assignments and field
documents that you must complete in order to pass this class.
Name:

Erin Gliddon

Professor: Kandace St. Aubin

CSN Course:

EDU 201-2001

Professors email:

kast.aubin@interact.ccsd.net

CCSD School: Brookman Elementary School Cooperating Teacher: Leah Allen

Save this completed packet for your Education Capstone Course, (EDU 299) and pay
particular attention to items marked with an (* asterisk) as these will be especially helpful in
completing your Classroom Management, Diversity, and Differentiated Instruction presentation
in EDU 299. Your CSN instructor will let you know whether you will be handwriting directly in
this packet, in a separate reflective log, or word processing responses to the following
requirements and assignments.

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BEFORE ARRIVING ON THE FIRST DAY...

1. Contact your assigned school by telephone and ask the office manager, or other
contact person, for the best day/time to come and meet your assigned cooperating teacher. School
phone numbers, locations and other information can be found on the CCSD web site at
http://ccsd.net/schools/
2. Preplan 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
CSN class and institution. The school is allowing you to visit to further your understanding of the
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 grade level or subject
that you were assigned. You are simply observing during this time. Your cooperating teacher will give
you guidance on how, and if, your experience can be expanded beyond these observations when
he/she feels comfortable with your professionalism and skills.

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 Introduction to Education class. Show the
teacher this Field Observation Activities Packet, your Field Observation Time Log and
Cooperating Teachers Field Observation Student Evaluation pages. Let the teacher know
that you will be asking him/her to verify your hours of attendance each time you visit, and grading
you after the observation hours are complete.

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ASSIGNMENT ONE (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/school environment? Warm?
Friendly? Organized etc? Describe the physical environment in detail.
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The school was very child friendly, everything was their size. The billboards in the
hallway were very colorful and interesting. The school itself was very clean and well run.

*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 majority of the class was Hispanic, with only 3 ELL students. There were 7 boys
and 9 girls. Two of the boys were special education that came in at different parts of the
day and one boy and girl that were also special education were in her class the entire
day.

*Observation 3: What are the posted class rules in the room? (exactly as written)
1. Hands To Yourself
2. Raise Your Hand
3. Be Respectful

*Observation 4: Does the teacher enforce theMath

rules?
Are rewards or consequences being
Board

Writing Board

Sink

used for compliance or noncompliance?

Shelves
Yes, she enforced the rules. The students used a behavior chart, if there was noncompliance
Computers
then they would move their clip down and deal with the consequences of that at the end of the
day if not corrected. Most were notes home or call to home. Students also had the chance to
move up
for good
behavior, they would get a special sticker or a lollipop.
Teachers
Desk

Storage

Group Work Table

File
Cabinets

Shelves

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

Stu.
Desk

Stu.
Desk

Stu.
Desk

Stu.
Desk

Stu.
Desk

Stu.
Desk

Supplies

Stu.
Desk

Stu.
Desk

Storage

Stu.
Desk

Projector/
Elmo

Stu.
Desk

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CSN Education
Whiteboard

Smart Board

Whiteboard

Door

CSN Education Department, Field Observation Activities

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Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently?
During instructural time students are in specific areas or in their seats. Also, during
center time or individual work time students work in specific areas on the floor or in their
seats. Each student has a specific activity to do and works in a designated area.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the
room be improved?
I would move the desks into 4 rows of 5, with each student facing another. I would also,
if possible, get the projector moved to hang from the ceiling and move the elmo to the
back of the classroom. This way the teacher can see all students and the teacher isnt in
the way of the board.
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 lock-down?
No, every student has access to the door in case of an emergency and there are no
safety concerns in the school or classroom that I am aware of.

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ASSIGNMENT THREE (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?
9:10Arrival/Math
10:30Word Study
11:00Recess/Lunch
11:35Science/Social Studies
12:05Reading/ELA Daily Five
1:35Writers Workshop
2:25Stack and Pack/Specials
3:21--Dismissal
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
Morning math is done as a whole group. Starting with all the students sitting in front of
the math board for number sentences, mental math, and number talks. Then going to
desk work as a whole class or individual. Other teachers come in the class to help
special education students that need the extra help individually.
Instruction Question 3: How would you describe your cooperating teachers teaching style?
She is very hands on. She does as much individual teaching as possible while also
adhering to the entire class. The students arent afraid to answer questions when asked
or to ask questions when confused. I think that show that they are comfortable with Mrs.
Allen and that she helps them a lot one-on-one.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning

styles)? If so, give examples.

She uses all three learning styles. For kinesthetic learners she has the kids using and
playing with cubes. Visual learners have the cubes in front of them along with seeing
them on the projector. Auditory learners have the teacher talking and explaining the
entire time.

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being

presented? Please explain.

Yes, she is constantly asking questions and having the kids participate in their own
groups.

*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
No, all students are located in a group and working together.
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Instruction Question 7: Is instructional time managed efficiently? Please explain
Yes, the students are very rarely sitting there doing nothing. Mrs. Allen is prepared for
each lesson and has more activities for the advanced students that get done early. She
also allows time for the students to ask questions and if they need the extra time to
understand the material.
Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
Mrs. Allen goes over what they were able to do during those exercises and moved on to
the next planned lesson.

*Instruction Question 9: List ways that the teacher attempts any attention getting

commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
Mrs. Allen has students show thumbs up when they are ready to move on. She also will
say waterfall and the students make a shhhing sound to quiet down the class. Also,
while cleaning she sings a cleanup song.

*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.
Mainly she has to deal with students talking to much. She has the inclusive classroom
so students from special education come and join the lesson. If one of those students
get out of line the aides help talk to them and fix their behavior. For other students she
has a behavior clip chart.

*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.
They take a bathroom break before they start math. This takes away from instructional
but can keep the students on task.
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.
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.

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The building is set up like a square; there is an outside area in the middle of the square
that you can see from the hall. The halls lead to pods, in the pods there are classrooms
with different grades. The entire playground and black top are fenced off and the only
doors that lead inside that are unlocked are the ones leading into the main office. The
parking lot is full most of the morning but they have a specific path for cars to go
outlined with cones.
2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security.
The office is the only unlocked doors that lead inside the building, in order to get through
to the halls you have to sign in with a reason to be there and show picture ID. Inside the
halls are covered in student work and posters for clubs or things going on in the school.
The specials teachers have billboards outside their door decorated with information and
some kind of theme to go with the subject. There are windows and doors all over the
school, the most noticeable are the windows and doors leading to and outside area in
the middle of the school.
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 Brookman Builders mission statement: We expect students to master grade level
standards using problem solving strategies as independent responsible citizens.
Through various formative and summative assessments, students will demonstrate
mastery of concepts and skills and be able to apply them to new academic experiences.
By differentiating instruction, using actively engaging lessons and interventions, family
involvement, collaborative efforts, appropriate resources, materials and opportunities for
self-reflection (teacher/student), students will be supported in their learning experiences.
The Brookman Builders motto: Constructing the Path to Success.
2. Analyze staff and visitor interactions in the main office. Note student and faculty interactions
in other areas of the school.
The front office staff helps visitors the very best they can. They are curtious and helpful
in every situation I have seen.
3. Look at the formal practices: school day schedule; ages of students; calendar of events; size
of school; grouping of students.
Students are grouped by class then by grade. Students age anywhere between 5-11.
The school is a very good size and the classrooms I have been in are not overly
crowded.
4. Observe student to student interactions, inside and outside the building. Observe where
students gather to socialize lunchroom, halls, playground, etc.
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The multipurpose room or lunchroom is noisy during and between lunches, there are
always students coming and going. They are sat by their class and only get to getup to
receive needed utensils and bathroom emergencies. Students rarely get to socialize in
the hall as they would only be passing by. The playground is where most students do
their socializing.
5. Explain how the school is organized - by grades, departments or not. Are
hallways/classroom labeled?
The school is divided by pods which is where most classrooms are held. The pod
number go with the room numbers (i.e. 50s pod includes rooms 51-59). The grades are
divided up in those pods, so there is a range of grades in each pod.
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 through ceremonies, assemblies, trophies, and artifacts.
Every morning the students sing the Brookman Builders Song. Also while I was there
they had college week where they had students and teachers talk about where they wanted or
went to college, just to get the students aware of what was out there.
C. 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.
She expects her students to behave and work hard. She is not mean towards her
students but she is not a push-over either. She is friendly and obviously loves her job
and the students. She is easy to approach and if you ask her a question she will answer
it the best she can.

*2. Evaluate the level of student participation in the class. Who participates? Who does not?

Most students in the class participate on their own, she sometimes will just call out
students names when she asks a question or go around the room to every student and
ask the same question. Mainly the students that dont participate are the students who
talk or arent sure in their own abilities.

*3. Evaluate the interactions between teachers and students, rapport, cohesiveness,

distribution of power, tone, frequency and reinforcements.

The students are very good about listening and talking respectfully to the teachers. I
have seen a few times that certain students dont listen very well but with a more
authoritative tone from some teachers those students correct their behavior.

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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.
Interview Question 1: What was the primary reason you became a teacher?
She was comfortable teaching. She had lots of experiences with teaching through Cub
Scouts and church. She also loves kids and hopes to make a difference in their lives.
Interview Question 2: What is the main challenge(s) you face as a teacher?
Time and all of the extra paperwork that doesnt improve my teaching and takes time
away from preparation.
Interview Question 3: What is the best part(s) of being a teacher?
The best part for Mrs. Allen is when a kid understands a concept. Where she can see
the light turn on.
Interview Question 4: How do you determine where students sit in class?
She sits the students boy-girl and place special education students within the groups so
they have mentors around them.
Interview Question 5: How do you determine the members of any flexible groups?
Her groups are combined by academic progress.
Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
She uses her own observations, written assessments, and performance assessments
when appropriate.
Interview Question 7: What requirements are placed on you for reporting progress to
parents?
She sends home a progress report every 3 weeks and sometimes is asked to have
conversations with parents via phone or in person
Interview Question 8: How often do you interact with a students parents in person?
Depending on the student and the parents availability, it can be every day.
Interview Question 9: What type of discussions do you typically have with parents?
They talk about behaviors such as independence and work completion as well as how
they are in doing in each subject
Interview Question 10: How much grading do you complete on a daily/weekly basis?
She is required to have two grades in each area of math, writing, and reading and one
grade per area of science/health and social studies per week. So, she does a lot of
grading each week.
Interview Question 11: How long does it take to prepare lessons for the day/week?
She takes about 4-5 hours to prepare lessons for the week.

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*Interview Question 12: What procedures or strategies do you use to maximize instructional
time?

Mrs. Allen tries to stay as organized and on schedule as possible. This helps the
students get as much time as possible to learn. Wasting time on finding a lesson can be
time used to help students.

*Interview Question 13: What positive reinforcement programs have you had success with?

She uses verbal praise and a behavior clip chart. Students who move down the chart
due to poor choices can earn their way back up into positive territory each day. She also
gives them tickets for good behaviors. Then, every two weeks they count their tickets
and get prizes.

*Interview Question 14: What behavioral consequences seem most effective with this age

group?
Behavior consequences that seem to work well are removal from a desired activity and
writing a note to the parents regarding poor choices.
Interview Question 15: How are specialist teachers involved in the instructional planning
process?
They are not involved.
Interview Question 16: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
She is suppose to be evaluated by observation in each content area at least once this
school year. In the past I have had usually three observations per year. The
administration is using the new educator performance framework to determine
performance.
Interview Question 17: What consequences are there if your evaluation is not favorable?
She does not know of any consequences.
Interview Question 18: What types of support do you receive instructionally, financially or
professionally from the school, parent organization or school district to enhance instruction?
Brookman ES has explicit phonics training on staff development days this year. The
second grade PTA has helped the grade level purchase some writing curriculum. They
do not have curricular materials that support the NVACS so the teachers have been
purchasing resources from their own personal income. They also have an instructional
coach who is great to model lessons and give support if asked.
Interview Question 19: What surprised you most about teaching as a profession?
The amount of work that is put into lesson planning and grading. This job is not for the
easily tired.
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ASSIGNMENT SIX (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.

*Summarize your Classroom Interactions data from above:

There are 9 girls in the class and 7 boys. At the beginning of the 20 miniutes they were pretty
much tied, but girls ended up with more exchanges. Girls did get called on more but there are
more girls than boys. This could mean that the girls were more comfortable asking questions or
giving answers. Another possible reason could be she has a few special education students in
her class, mostly boys, which means that it could take longer to get a correct answer from them
when you need to move on with the lesson.____________________________________

ASSIGNMENT SEVEN (Administrator Interview): The prewritten student created

questions are mandatory for credit, and the Principal/Assistant Principal/Dean interview
is optional but strongly encouraged ONLY IF IT CAN BE ARRANGED. After composing
your own five open-ended questions, do your best to arrange a 15 minute interview with the
Principal/Assistant Principal/Dean or other administrative personnel so you can get answers to
the five prewritten questions you came up with. This could be the most valuable part of your
experience if you can shed light upon what administrators are looking for, from their future
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applicants. (example Open Ended question: What are the most important qualities you look for
in a newly hired teacher?)

CSN Student Created Open Ended Question # 1 for Administrator:

What is the best thing about being and administrator?_____________________________
CSN Student Created Open Ended Question # 2 for Administrator:
What kind experiences do you have with students that a normal teacher would not have?_
CSN Student Created Open Ended Question # 3 for Administrator:
Can you describe the best teacher you have seen as an Administrator?_______________
CSN Student Created Open Ended Question # 4 for Administrator:
How do students react to you as an administrator?_______________________________
CSN Student Created Open Ended Question # 5 for Administrator:
What does it take to be an administrator?
_____________________________
______________________________________________________________________

_______________________________________________
Interviewed school administrators name/title:

ASSIGNMENT EIGHT (Specialist Classroom Observations): Remember some schools do not

have these programs, so this assignment will be optional for some. 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.

Could Not Be Arranged

A) Ask permission from your cooperating teacher to accompany the students and
observe one or more of the specialist classes (Art, Music, Library, Humanities, PE) they
attend, or a different middle/high school subject the same students attend within your
cooperating teachers grade level team.

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1. Do the students participate or behave differently in these classes in comparison to
their regular academic/cooperating teachers class?
2. Does any student seem to have a particular talent? Describe.
3. What is the curriculum like in comparison to the regular education(cooperating
teachers) class?
4. Describe the specialist teachers instructional style.
5. What different strategies do you notice this teacher using that are successful?
6. What are the challenges the specialist teacher has to deal with?
7. How are student needs being met?

Could Not Be Arranged

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)
Remember some schools do not have these programs, so this assignment for some will be optional. Specialist classroom
visits are strongly encouraged IF THEY CAN BE ARRANGED.

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?

Could Not Be Arranged

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. Remember some schools do not have these programs, so this assignment
for some will be optional. 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?
2. What is the curriculum like in comparison to the regular education class?
3. Describe the SPED teachers instructional style.
4. What are the challenges these students possess?
5. How are student needs being met?
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ASSIGNMENT NINE (Observing a student): Discretely observe one student in your
assigned regular classroom during an extended period of direct instruction. 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.
1. 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.
The lights in the classroom is a little bright and the room is a bit noisy. All the students are in
their seats, and the teacher is about to start the first lesson of the day. This second grade girl is
not whispering with her neighbors like her other classmates. The student next to her is absent
so she has no one to the left or right of her. She is sitting quietly. The lesson is in math,
recognizing odds and evens. When the teacher starts she is facing the board and listening.
When Mrs. Allen ask the class to answer a problem aloud as a class she does not answer, but
when reading aloud as a class she responds. When the teacher ask the students what place to
use to see if a number is odd or even she hesitantly raises her hand. She even second
guesses herself when asked a direct question. After being separated into groups to answer
questions asked by the teacher, she participates with her group to get the answer. When asked
to work by herself on a worksheet she gets distracted but does well anyway. I think that she is
not sure of herself but is a very good student. _________________________________

ASSIGNMENT TEN (Summary):

Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.
I enjoyed seeing a teacher I have never seen before teach. She opened my eyes to different
methods of teaching and also made me think that I might want to be a second grade teacher.
The age group is wonderful to work with and these specific students welcomed me to their
classroom happily. They would ask me how to do something or for help and treated me as if I
was a substitute teacher. My favorite part of the experience was my unfamiliarity with the
school and the people in it. Im not use to second grade and it amazed me what they were
learning and what they still needed to learn. They seemed to be learning things that I dont
remember learning until I was in third grade if at all. I loved this experience and hope that I get
a teacher like Mrs. Allen if I have to do it again._____________________________________
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Before final grading for EDU 201, EDU 202, EDU 203 courses can occur, the CSN student
must submit their completed Field Observation Activities Packet to their CSN Instructor for
grading, AND turn in their validated Field Observation Time Log and 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)
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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