Field Observation Packet

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: Isabella Henkel

CSN Course: EDU 202 - 1002

Professor: Dr. Vartouhi Asherian

Professor’s email: vartouhi.asherian@csn.edu

CCSD School: Liberty High School

Cooperating Teacher: Mr. Vay

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.

CSN Field Observation Packet © CSN Education Department 2017 Page 1

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

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.


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.

The classroom itself is full of desks with little walking room. It’s covered in posters of various political
type posters from old propaganda, presidential campaigns, types of ruling parties, an electoral map, and
various surfaces covered in retro rock stickers, pictures, bumper stickers, and all sorts of things relating
to the government and history. The seats all have red number labels on them up to 45. He has a hanging
set of pouches hanging from the whiteboard matching the numbers on their seats. This is for their phones
during tests or quizzes.

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 students in this class are white or white-presenting, with a small amount of students
that are hispanic, black, and asian. There appears to be about twenty-three girls and fifteen boys, which
makes up for more girls than boys.

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

The only posted rules in the classroom are the standard CCSD cyberbullying and bullying poster, the
school’s expulsion guidelines, and a standard CCSD teacher crisis response guide. No specific classroom
rules are anywhere in the room.

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

The teacher likely enforces the expulsion guidelines, but he has no posted classroom rules to enforce.

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

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

The workflow of the room seems to be used efficiently for the layout and the size of the class. There are a
lot of kids in one room and group work or partner work can be done well when adjusting the desks.

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

The physical arrangement could be improved by moving the desks further apart. However with the large
class sizes, it doesn’t seem possible.

ASSIGNMENT 3 (Instruction): Observe any instructional time in your assigned classroom, and record your
observations when presented with the questions below:

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

The posted daily schedule includes the date, whether it was a B-day (Thursday, the 5th) or an A-day
(Friday, the 6th.) A question written on the board is “Do we choose our leaders or do our leaders choose
us?” and “redistrictinggame.org” was written underlined to tell students to practice redistricting. There
was also a weekly schedule which focuses on one subject, which is the U.S Government, the class
objective for that week was “SWBAT understand the concept of Gerrymandering and will perform the act”
SS 9-12 CE 3.3. There is a language objective, which was written “Verbally or in writing.” And activities
written in the schedule were CNN-10, notes, Dem. debate, and lecture/examples/practice.

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

Instruction is done in one large group lecture from the teacher including the whole class.

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

I would describe my cooperating teacher’s teaching style to be more casual and lecture-based, where he
tries to keep things more simple and tries to make his information relevant by asking them questions
about anything they’ve seen that can relate to the topic. He doesn’t raise his voice or discipline the
students for not participating or taking time to listen, but instead goes right into the topic.

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

My cooperating teacher does not incorporate the sensory modalities, at least not in these observed
lessons.

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

Students seem mostly engaged, with some spacing out or on their phones. It seemed that there were
more students were paying attention than students who were not.

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

No, there were not any students isolated from the rest of the class for any reason.

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

Instructional time is handled efficiently, as the teacher has the day structured to let students see CNN
student news, listen to the lesson and instruction, and then do their classwork or ask questions.

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

The cooperating teacher handles transitions by getting students attention and using lectures to change
from CNN and classwork.

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 usually doesn’t use any attention getting commands as the class gives him time to give his
instructions and lessons. If students are taking a while to quiet down, the teacher does end up saying
“Listen up.” to get their attention back to him.

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.

The teacher has to deal with highschoolers playing around or teasing each other, and he deals with this
behavior by joking along with them and subtly stopping the conversation there. This mainly happens
during transitional periods and if he doesn’t make an effort to stop it, it eventually stops on its own when
instructional time starts.

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.

There does seem to be some policies or procedures in place that help or hinder instructional time. CNN
student news helps students understand recent and current events, and having students take the time to
put their phones away before a quiz helps prevent students from cheating; however this also takes time
away from instructional time.

ASSIGNMENT 4 (Culture): Using the information provided below, carefully observe and evaluate the culture of
the school where you are assigned to observe. Remember you are evaluating the school for its educational
culture, place of learning, sense of safety, invitation for learning, promotion of self-actualization, development of
values and socialization.

Physical Characteristics: Look at the physical areas of the school to determine atmosphere, comfort, and
feelings the school creates for students in the educational setting.

1. Consider the school property: building, grounds, fencing, equipment, landscaping, trees, parking lot,
crosswalks, gates, signs and symbols.

The school property is decently open with not very much fencing save for around the sports
areas, with more focus on desert landscaping and occasional areas of fake grass with planted
trees. The school has two parking lots and one big area for buses to enter, park, and leave. There
are several entrances, the front of the school being for students to use at all times of the day, the
entrances near the buses used for students entering and leaving the school by bus, and an
entrance near the back of the school that can be accessed by staff, but is mostly used as an exit.
There is one building for the theater and relating theater classes, one main building for the rest of
the school, the cafeteria building, and the gymnasium building that connects to the sports area
and P.E rooms.

There also is a large liberty bell that is placed near the front entrance of the school, past the
entrance doors. Most signs have the school mascot on them, and there are mottos written on the
sides of the school.

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

The halls of the school have various posters made by student clubs or government, either to
promote choir shows, special food or drinks they could buy at specific hours, a type of “Teddy
gram” where they can send fellow students a small stuffed bear with some chocolate in a
stocking. There are also decorations to promote mental health, doing well in school, reading,
showcasing student artwork and classwork, celebrating student successes within the school, and
general information about clubs or school policies.

The lighting inside the building is not too bright and not too dim, and doors to classrooms have
the teachers names on them in various large labels. Some teachers also have country and
flag-themed posters against the wall near their doors that have their names on them as well.
Sometimes the doors are covered in decorations such as student work, posters, information, or
even words of praise from students to the teacher.


The main colors of the school are red, white, and blue, with the hallways being more of a tan color
with multicolored flooring

There are gated coverings on the outdoor lights that are used to keep the top floor of the school
leading to the hallways well lit. There are some objects stuck on top of the gated coverings, likely
from students throwing them up in hopes of them getting through the gaps of the gated
coverings.

Outdoor security is usually a member of staff or police cars parked near the front of the school.
The area of the school where students can enter and leave for the bus are locked during school
hours.

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.

The school’s mission statement is “Liberty High School, through a classical studies program,
will empower learners to reach their academic and physical potential, demonstrate
responsibility and respect, and lead lives of scholastic and artistic expression.”

Their motto is that they are a college preparatory school with the best students in Nevada.
Their mascot is the patriot.

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

Staff and visitor interactions are generally short and courteous. A lot of students work in the main
office as well, so staff is sometimes talking to these students in casual conversations or helping
them with certain things. Otherwise, staff is usually helpful with directing visitors to the right
places and where they should go.

Student and faculty interactions in general are very friendly. Students talk to faculty in a friendly
manner, and those who enter the school through the front entrance after the school opens are
usually greeting the faculty members that watch the front entrance. Faculty members are also
kind to students and hold normal conversations with them.

3. Look at the formal practices: School bell schedule, and the grouping of students. (ie. grades, block
scheduling, periods) Does the school use inclusion, or a pull-out program for special education
students?

The school uses a block scheduling where there are A days and B days. A days have periods one,
three, five, and seven. B days have periods two, four, six, and eight.

The bell schedule for early birds starts from 6:00 am to 6:55 am, 6:55 am being the warning before
the first period of that day. First period for both days start from 7:00 am to 8:22 am. Second period
for both days start from 8:27 am to 9:52 am. Then for certain areas of the school, it is first lunch.
First lunch is for students whose fifth and sixth period classes in the 200, 400, and 800 areas.
Lunch begins at 9:52 am and ends at 10:22 am. Students who do not have first lunch go to their
“third” period of the day, which starts from 9:57 am to 11:19 am. Then after this period, these
students can attend second lunch from 11:19 am to 11:49 pm. Students who had first lunch go to
their “third” period of the day, their fifth or sixth periods, from 10:27 am to 11:49 pm. Then the last
period of the day, seventh or eight period, starts at 11:54 am and ends at 1:16 pm.


There are also adjusted assembly schedules that give time for students to attend an assembly at
the end of the day, and a “C” schedule for exams and standardized testing days that have
students attend each class for the entire day with shorter periods of time.

Students are not grouped by year and classes grouped by subject rather than year that they
teach.

The school uses a pull-out program for special education students.

4. Observe student-to-student interactions, inside and outside of the building. Observe where students
gather to socialize – lunchroom, halls, playground, etc.

Student interactions are mostly friendly and casual. Students tend to group together with their
friends during lunch and gather at several areas within the school. These areas are the cafeteria
and the courtyard.

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.

Liberty keeps several posters of students who are high performing in the school around the
school itself. The office also showcases a few posters of award winning liberty students such as a
past choir group and football players.

Liberty also held its own pep rally during lunch on Friday, where football players played games.
Students in the courtyard were very engaged and crowded around the pep rally to see the
festivities.

Culture of the Classroom: Each classroom has its own culture and way of life.

1. Look for teacher(s) expectations for learning and success, interactions with students, and his/her
personality. The teacher himself seems to be very casual and laid-back with the kids. He jokes
around with his students and talks to them without a big sense of authority and lets them work
independently.

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

Students didn’t really participate in discussions and the teacher would answer the questions for
them if he asked a question and no one answered it during the lesson. He doesn’t really make
them participate either, but in a later class he changed up how he introduced the latter half of his
lesson by showing a video of what he was talking about to other classes first. He said that this
could have more of an impact and he probably thought it would bring more student participation
with it, which it did.

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

Interactions with teachers and students tend to vary, but most teacher and student interactions I
witnessed were more on the friendly and casual side. Rarely did teachers use their authority over
the students a`s the students didn’t give them a reason to. The teacher I was observing didn’t
have an overly authoritative presence.

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?

He values education and wanted to leave an impact as teaching is a good opportunity to do that.

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

Staying up to date and being on top of things. He has to research current events to stay relevant with the
classroom.

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

Connecting with students. Passing out candy helps connect with students and build good relationships
with them.

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

No seating chart, let them sit where they want but use seating chart as discipline. If students sit next to
their friends and don’t pay attention, and their grades reflect that, he will create a seating chart, and make
them sit according to his seating chart.

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

Depends on the project. He lets students pick in some groups and he’ll pick the groups for group debate
type projects.

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

A lot of quizzes, short answer and essay quizzes. Every quiz they usually have a two mini-paragraph
essay in every quiz.

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

Progress reports need to let parents know that their kids are in danger of failing. They have to try to
contact parents to let them know if their child is in danger of failing or if they’ve been absent a lot. At
other schools if a student had a D or F he needed to contact parents over the phone and provide
documentation that he did. Not in this school.

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

Besides open house and parent teacher conferences, face to face interactions don’t happen too much.
The type of discussions they typically have in these interactions are about student grades, assignments,
and behavior. They’re mainly positive, and parents usually understand why their student isn’t doing well.

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

A good deal of grading as students have assignments and things to do daily and turn in. It takes about
two to five hours a week to grade depending on the amount of assignments. If it’s a quiz or test week it
can take up to ten, depending on long essay requirements.

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

If it’s a brand new lesson never taught before, he does it over the weekend and spends three to five hours
to prepare. if it’s an old lesson, he will look over it for 1 to 2 hours to see if any information is old and
needs to change. It depends on if it’s a new or old lesson or not.

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

He tries to differentiate as much as possible. With notes, he’ll tell students to write three things they know
about the topic. While taking notes, he will play a video and then do a reading activity. He also uses cold
calling to make sure kids are paying attention.

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

Positive reinforcements when watching a video or movie, he has a strike system where if they talk or use
their cellphones or sleep during the movie, he gives them strikes. One strike is double video questions,
two is no cellphone use next class, and the third strike wasn’t written down. If they do not get any strikes,
he lets them have a free day. He doesn’t have a lot of positive reinforcement, just negative, like seating
charts, no cellphone privilege, no headphone use.

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

When he’s developing a new assignment, he runs it through to them so they know the accommodations
they need to make with their students. They can make changes if necessary as long as they fit along the
same guidelines. With new teachers it’s difficult as they’re trying to get used to each other, but with his
current co-teacher he’s been with him for three years and they both know their expectations for each
other. He doesn’t do new assignments with him, but during the process he and him bounce ideas off of
each other.

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

He has three official evaluations using the NEPF standards. He’ll be evaluated based on a score from one
to four, it’s hard to get a four because of the wording of all students, so it’s hard to get a four. If one
student isn’t paying attention, then their score is knocked down to a three. Their scores are averaged so
three to four is effective teaching, two is needs improvement, and a one is not effective. Administration
tries to give fours when they can. It’s hard to get a one to two.

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

For the first time, it’s up to the administrator to bring you up to the three to four range. If it happens again,
you could be required to go to required trainings and stuff. If he’s having trouble with classroom
management, he can go to another teacher and ask for ideas. It’s not required but administration
encourages that if you are having trouble with something, you go to a veteran teacher.

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?

They have required videos they have to watch from the district, each every five years for their license.
They have to take class to show the continuing of their education. From the administration, they hold
different trainings on campus for training. If there is a really cool seminar, if enough teachers ask, admin
can help pay for it. They have more support from the school than the school district.

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

The day to day grind. Each day is different, each class day is different. The lack of support from parents.
How rewarding it is, teaching seniors and having them come back to visit makes him feel good.

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 student I watched seemed to get disengaged at certain times, paying more attention during CNN
student news and their discussion about social media, but checking his phone during the study guide
review. However, he participated during the review by raising his hand and answered questions. He also
engaged with the teacher.

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

The ten hour field observation was a great experience for me as an aspiring teacher. It was interesting to
see how the classroom structure changed since I was a high school student myself and noticing all of the
things that I hadn’t when I was also a student. It was insightful to see how my corresponding teacher
managed his classroom and worked as a teacher himself, and seeing what worked for students and what
didn’t work for students. The interview also helped me learn more about the teaching process that I
wasn’t aware of, such as the evaluations and the amount of time spent grading. Overall, it was a good
experience that gave me a lot of new information about teaching as a job and profession.

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)

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 202 - 1002

CSN Professor: Dr. Vartouhi Asherian

CSN Professor’s phone: 702-651-4740

CSN Professor’s email: vartouhi.asherian@csn.edu

Student’s name: Isabella Henkel

Student’s email: isabellaleehenkel@gmail.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

CSN Student: Isabella Henkel

CSN Instructor: Dr. Vartouhi Asherian

CCSD School Assigned: Liberty High School

CCSD Cooperating Teacher: Mr. Vay

CCSD Grade/Department: 12th Grade/Social Studies

CCSD School Principal: Derek Bellow

CCSD School Phone & Fax: (702)799-2270 ext. 4039

Record accurate data for all school visitations in the table below

DATE START TIME END TIME HOURS TEACHER INITIALS
12/5 9:00 AM 1:16 PM 5 DV

12/6 8:00 AM 12:00 PM 5 DV

TOTAL HOURS:

Cooperating Teacher Signature: ___Derek Vay___________________ Date: _____12/6/19____________

FIELD OBSERVATION STUDENT EVALUATION - completed by Cooperating CCSD teacher

Please complete the following evaluation using the Performance Indicator Scores below (with the student) once
the total observation hours are met. Your constructive comments are extremely valuable to the student. This
page should be returned to the student along with their Time Log. If you prefer to fax or mail the completed
documents, you may do so by sending it to the CSN Professor’s attention via Fax: (702) 651-4908 or through
regular US mail to:

CSN North Las Vegas Campus - Education Dept.
3200 E. Cheyenne Ave.
Las Vegas, NV 89030-4228
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: ___Great student, can’t wait to see what type of teacher she will become.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
_____________________________________________________________________________

Cooperating Teacher’s Signature: __Derek Vay_________________________ Date:____12/6/19______


Field Observation Packet

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Field Observation Packet

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CSN Education Department - Field

Observation Activities Packet

CSN Field Observation Packet © CSN Education Department 2017 Page 2

CSN Field Observation Packet © CSN Education Department 2017 Page 4

CSN Field Observation Packet © CSN Education Department 2017 Page 7

CSN Field Observation Packet © CSN Education Department 2017 Page 8

CSN Field Observation Packet © CSN Education Department 2017 Page 9

12/5 9:00 AM 1:16 PM 5 DV

_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

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