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 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: _Giovanna Torres____
Professor: Patrick A. Leytham, PhD

CSN Course: _ EDU 203______ _______

Professors email: _patrick.leytham@csn.edu_

CCSD School: Goynes Elementary_ Cooperating Teacher: _Melissa Fryman_____

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.

CSN Education Department, Las Vegas, Nevada 2013

CSN Education Department, Field Observation Activities

Packet

BEFORE ARRIVING ON THE FIRST DAY...

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.

------------------------------------------------------------------------------------------------------------

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.
-My first impressions of the classroom/school environment was that it was well
organized, very friendly, generous staff, welcoming school officials, well secured
school, and all students eager to learn.

*Observation 2: Please describe the student make-up of the class, including gender, ethnicity,
ELL, students with physical challenges, and any other apparent attributes that are important to
note.
- This was a very diverse classroom. These students are taught by co-teachers, one
African American, and the other Caucasian. There were 10 IEP students and 20
regular education students. Thirteen males, seventeen females. 10 Caucasian, 3
Asian, 6 Hispanic, and 11 African American.

*Observation 3: What are the posted class rules in the room? (exactly as written)
- This is a No Bully Zone! 1. Respect ourselves and others 2. Help each other 3. Do
our best! In this class we treat everyone with respect and kindness. Come in,
quick, quiet, get supplies, backpacks on back of your chair, put homework out, fill
out planner, write and read.

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

CSN Education Department, Las Vegas, Nevada 2013

CSN Education Department, Field Observation Activities

Packet
- The teachers do enforce the rules. These students are well behaved and show
respect to their teachers, they participate, and are well prepared as soon as the
bell rings. The students are rewarded with star cards, if they fill the card with stars
they get a reward, or if they face consequences they get recess detention.

ASSIGNMENT TWO (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.
Sink

White Board
Writing rules, Agenda,
lined board,

E
n
g
li
s
h
B
o
a
r
d

Boy

Girl

Boy

Girl

Girl

Boy

Girl

Boy

Boy

Girl

Boy

Girl

TV

ABCs

M
a
t
h
B
o
a
r
d

Teachers Desk

Boy

Girl

Boy

Girl

Boy

Girl

Girl

Boy

Girl

Boy

Girl

Girl

Girl

Girl

Boy

Girl

Girl

Boy

Com
puter

File
Cabinet

Backpack

Rack
Rug
Desk

Door
CSN Education Department, Las Vegas, Nevada 2013

Library

Library

CSN Education Department, Field Observation Activities

Packet
Classroom Layout Question 1: Describe the workflow of the room. Is the space used
efficiently?
- Yes, there are 5 desks, with 6 students in each. There is plenty of walking
space in between, and an easy walkway to get around the classroom.
Classroom Layout Question 2: In your opinion, how can the physical arrangement of the
room be improved?
- This is a co-teaching class, there are about thirty students. The classroom is
laid out to the best of the ability. It is neatly organized.
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?
-

There is a clear walkway to the door. There is a sink in the classroom, smoke
detectors, windows, great lighting, and vents in case of an emergency. In
case of an earthquake, there is plenty of space under the desks of each
student. So in my opinion, there are no concerns regarding safety,

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?
- Continue editing, music, 4 digit x by 1 digit, Math H.O., R.A.P.C. review
look to North, Fluency 1 minute.
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
- Whole groups with co-teachers, individual or groups with special education
teacher.
Instruction Question 3: How would you describe your cooperating teachers teaching style?
- Very professional, uses great examples, so easy to understand the material,
her teaching skills are very effective, and students are eager to learn.

*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples.
- Yes, she tries to make students visualize her examples. She uses drawings,
pictures, blocks, and books. She also lets students participate by solving the
problems on the board in front of the class.

*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
Yes, all students are eager to participate. Even if they are not being asked a
question they ask if they can come up and solve, or read.
CSN Education Department, Las Vegas, Nevada 2013

CSN Education Department, Field Observation Activities

Packet

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

reason? Why?
- No, unless they work with the special education teacher. The teacher then
pulls them out of class into another classroom to work with no distractions.
Instruction Question 7: Is instructional time managed efficiently? Please explain
- Yes, they work on a different subject about every hour, and it seems like its
enough time to get through the material for the day.
Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
- The teachers ask students to prepare for the next subject, putting their
current work away and bring out their materials for the next subject. They
give them about two minutes or so. It seemed to be very effective.

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

commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
The teacher uses a microphone and says class, class and the students
answer with Yes, Yes, or she says pat the top of your head if youre listening.

*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.
She had an emotionally disturbed student who wouldnt listen and refused to
finish his work. She dealt with it by telling the student that hes not leaving the
classroom until he gets his work done. The student will then think about it, and
decide to start working again.

*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.
The policies used usually help instructional time. Being prepared, planning,
and having good management skills help.
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.

CSN Education Department, Las Vegas, Nevada 2013

CSN Education Department, Field Observation Activities

Packet
-

There is no grass, the school has a fence, minimal trees, small parking lot,
crosswalks seem safe, its easy to get around reading the signs, the buildings
are close together, and theres a playground for younger students.

2. Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall
colors and decorations and entrance security.
The interior of the school was very appealing. The halls were decorated with
student work, awards, and other inspirational material. The lighting was perfect,
the doors had labels, the front office was never left unattended, the windows were
mostly through the hallways, and minimal in the classrooms.
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 schools mascot are Gladiators, the mission statement is, the community
of Goynes elementary school is committed to academic excellence for all
students in a collaborative environment that promotes individual
achievement, positive relationships, and responsible citizenship.
2. Analyze staff and visitor interactions in the main office. Note student and faculty
interactions in other areas of the school.
- The staff in the main office were very welcoming, friendly, polite, respectful,
and helpful. All faculty seemed professional with students, and other
personnel.
3. Look at the formal practices: school day schedule; ages of students; calendar of events;
size of school; grouping of students.
- Kinder students are 4-5 years old, First graders are 5-6 years old, Second
graders are 6-7 years old, Third graders are 7-8 years old, Fourth graders are 89 years old, and Fifth graders are 9-10 years old. Calendar of events are Jan 20
-MKL, Jr. Day- No School, Feb 14- Staff development day- No School, Feb 17Presidents day No School, April 14-19 Spring Break- No School, May 19- Staff
Development Day No School, and June 4- Last day of school. School day
schedule is Class begins at 8:00am, First lunch begins at 10:00am for 2nd grade,
1st grade lunch begins at 10:20am, 4th grad lunch begins at 10:35am, 3rd Grade
lunch begins at 10:50am, 5th Grade lunch begins at 11:10am, all for 35 minutes
each, then school is over at 2:11pm.
4. Observe student to student interactions, inside and outside the building. Observe where
students gather to socialize lunchroom, halls, playground, etc.

CSN Education Department, Las Vegas, Nevada 2013

CSN Education Department, Field Observation Activities

Packet
-

The students all seem to stick together as a class during their lunch and recess
break. They eat then head to the playground to play for the remainder of the
time.
5. Explain how the school is organized - by grades, departments or not. Are
hallways/classroom labeled?
- All the hallways and classrooms are labeled with teacher name, and
classroom number. It is very easy to find. The school is organized by grades.

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.
- The awards this school got were the Congressional Recognition Award, Clean
Audit, Adequate Yearly Progress, United States Senate Certificate of
Commendation, and was named a five star school in 2009 I believe. This
school doesnt have extracurricular activities except safekey.
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.
- The Teacher expects students to listen and participate. They expect students to
respect themselves and others. Ms. Fryman is very nice, polite, respectful, calm,
and very experienced.

*2. Evaluate the level of student participation in the class. Who participates? Who does not?
- The level of participation is very high, all students want to participate. The ones
who dont are the ones that need a little more help with the material.

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

distribution of power, tone, frequency and reinforcements.

- The teachers respect all students, and speak very calm with them. If the student
starts to get out of hand the teacher then has to write up a referral and send the
student to the principals office to engage in setting up the appropriate punishment
for the student.

CSN Education Department, Las Vegas, Nevada 2013

CSN Education Department, Field Observation Activities

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.
Interview Question 1: What was the primary reason you became a teacher?
- Ms. Fryman took many different classes until she decided this is what she
liked. Shes been teaching for 26 years.
Interview Question 2: What is the main challenge(s) you face as a teacher?
- The paperwork, the fact that its time consuming, co-teaching, and the
frustration when students to do their best.
Interview Question 3: What is the best part(s) of being a teacher?
- She loves her students, and she makes them her priority.
Interview Question 4: How do you determine where students sit in class?
- She asks students where they want to sit and who they want to sit by, then if
she sees that theyre misbehaving she makes them move far from their
friends.
Interview Question 5: How do you determine the members of any flexible groups?
- Based on scores, she pulls students to work with each other.
Interview Question 6: Beyond standardized testing, what assessments do you use regularly?
- Core phonics survey, QSI, or PSI, Aims web, or progress.
Interview Question 7: What requirements are placed on you for reporting progress to
parents?
- IEP progress reports, trimester report cards.
Interview Question 8: How often do you interact with a students parents in person?
- Twice a year, conference time, or unless otherwise needed.
Interview Question 9: What type of discussions do you typically have with parents?
- Progress of their child, behavior, or academics depending on the child.
Interview Question 10: How much grading do you complete on a daily/weekly basis?
- Special education grades at the moment, and regular education grading is a
lot of writing work.
Interview Question 11: How long does it take to prepare lessons for the day/week?
- A couple of hours depending on the subject. It almost always takes a really
long time.

*Interview Question 12: What procedures or strategies do you use to maximize instructional
time?
Being prepared, planning, and having good management skills.

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

Red, green, yellow cards, gives choices, fill star cards, and token boards.

CSN Education Department, Las Vegas, Nevada 2013

CSN Education Department, Field Observation Activities

Packet

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

group?
Recess detention, positive consequences, and classroom economy.
Interview Question 15: How are specialist teachers involved in the instructional planning
process?
- Small group plans based on IEP. The teacher pulls out students from regular
education classrooms, and works with them on their work. Her plan is to take
the curriculum and help them be successful at it.
Interview Question 16: How often are you evaluated, and what measurement tool(s) is used
by the administration for determining your own performance?
- Once a year, they use goals and performance indicators to evaluate her.
Interview Question 17: What consequences are there if your evaluation is not favorable?
- If low scores, the school provides model lessons to better the teachers
experience.
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?
- Professional development training, literacy coaches provide new strategies,
professional development training classes to help renew license, budget for
special educations from federal funding, GPAT, and fundraising.
Interview Question 19: What surprised you most about teaching as a profession?
- Lack of parent support in the last 5-6 years. The extra hours you spend on
lesson planning, and the hours you spend grading.

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.

CSN Education Department, Las Vegas, Nevada 2013

CSN Education Department, Field Observation Activities

Packet

*Summarize your Classroom Interactions data from above:

_____All students sat in their seats at all times and listened well to instructions. When working
on their assignments as a class, the teachers would give every student a chance to answer the
questions. She would then, put the problem up on the board, give them a few minutes to solve
it in their notebooks, then wait for hands to be raised. In this period of time, the teachers called
on the first person that had their hand raised. If they didnt get it right, theyd allow someone
else to help them answer. She usually switched it up from boy to girl but, if she noticed
someone wasnt paying attention or lost, shed call on that person to try to solve it. Shes have
the whole class help that student out. The other teacher would walk around making sure
everyone was doing what theyre supposed to be doing and asking if they needed any help.

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
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:

If you can change something within the school district, what would it be?
_____________________________________________________________________
CSN Education Department, Las Vegas, Nevada 2013

10

CSN Education Department, Field Observation Activities

Packet
______________________________________________________________________
CSN Student Created Open Ended Question # 2 for Administrator:
What challenges do you face each day with students, parents, teachers, or staff members?
______________________________________________________________________
______________________________________________________________________
CSN Student Created Open Ended Question # 3 for Administrator:
How often does the school have events?, and how often do students participate in these
events?________________________________________________________________
______________________________________________________________________
CSN Student Created Open Ended Question # 4 for Administrator:
What do you look for in future applicants?
______________________________________________________________________
______________________________________________________________________
CSN Student Created Open Ended Question # 5 for Administrator:
What does your job consist of?, and how did you decide this is what you want to do?
______________________________________________________________________
______________________________________________________________________

_______________________________________________
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.

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.

CSN Education Department, Las Vegas, Nevada 2013

11

CSN Education Department, Field Observation Activities

Packet
1. Do the students participate or behave differently in these classes in comparison to
their regular academic/cooperating teachers class?
- The students know theyre getting closer to going home, so theyre a
little more active than in their regular classroom, but they do behave well.
2. Does any student seem to have a particular talent? Describe.
A couple students were getting the hang of playing instruments.
3. What is the curriculum like in comparison to the regular education(cooperating
teachers) class?
They work on learning what the instruments are, and what different
noises they make.
4. Describe the specialist teachers instructional style.
The specialist likes to let the students work on what they know best
and helps them with that. He is very calm, acts very professional, and seems
to love what he does.
5. What different strategies do you notice this teacher using that are successful?
When students dont behave, he tells them to take a seat in the back,
so they dont interrupt anyone eager to learn. When they behave, he usually
lets them do something fun.
6. What are the challenges the specialist teacher has to deal with?
The specialist teacher receives the students during the end of the class
day, theyre all just ready to go home, so they play around a lot when they
should be listening.
7. How are student needs being met?
The students get to work on an extracurricular activity, giving them
exercise and knowledge of something theyre not entirely used to.
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?
- this school did not have a GATE classroom.
2. What is the curriculum like in comparison to the regular education class?
3. Describe the GATE/AP teachers instructional style.
4. Would you rather be in this class or the regular education class? Why?
5. How are student needs being met?
C) Ask your teacher for permission to visit the rooms of any specialized programs at the
school: Special Education, SEC (Severely Emotionally Challenged), Autism room,
CSN Education Department, Las Vegas, Nevada 2013

12

CSN Education Department, Field Observation Activities

Packet
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?
- Yes, the students werent as social as the other students in a regular
education classroom. They were also being taught at a slower pace than
the regular education classroom.
2. What is the curriculum like in comparison to the regular education class?
The teacher works on the classwork they work on in the regular
education class, and helps them be successful at it. Usually reading, writing,
and math. They need to be taught one on one to learn better.
3. Describe the SPED teachers instructional style.
Shes very patient with her students, she makes them feel comfortable
with her, and teaches with great examples. She draws, uses useful materials,
and tries to test them on their work making learning fun.
4. What are the challenges these students possess?
- Some students are autistic, some students are emotionally disturbed, and
some have ADHD. The students get distracted easily, and dont listen well.
5. How are student needs being met?
The teacher helped them with their reading, writing, pronouncing
words, and some math.

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 setting was in not one, but two classrooms, as I was observing co-teaching and
special education. The lesson taught was an overview of what the students had learned the
last couple of weeks as they were preparing for a standardized test the following day. The
students had taken a practice test previously, and the teacher thought it was a great idea to go
over the problems that the majority of the classroom got incorrectly. The students seemed well
CSN Education Department, Las Vegas, Nevada 2013

13

CSN Education Department, Field Observation Activities

Packet
prepared. They participated, and were very engaged in the lesson. The student I observed,
was always focused on her work, she behaved well, and always asked for help. She engaged
in all activities, and helped others around her. These lessons seemed very effective. The
teachers were able to keep their students under control the entire time, and they finished
everything on their agenda.

ASSIGNMENT TEN (Summary):

Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.
_______As I mentioned earlier, I was back and forth from a regular education classroom, to a
special education classroom. The teacher I observed was a special education teacher and a
co-teacher in a regular education classroom. In the regular education classroom there were
thirty students, ten of which were IEP students. They all engaged in the same activities. As
they started to transition from one subject to another, Ms. Fryman would then head to her
classroom and pull students out of class. Sometimes it was three, or four at a time and other
times it was one on one. Her subjects were usually reading and writing, but she would
sometimes help with math. As I observed her working with the IEP students, I noticed it was
more challenging because these students had a hard time paying attention. They got easily
distracted, or they were far behind from the rest of the group. She had them working on the
assignments handed to them from their regular education teacher. These students felt very
proud of themselves after completing their work. One student in particular was an emotionally
disturbed student. He worked one on one with Ms. Fryman. This student got distracted way too
easy and refused to do his work yelling Im bored half of the time he was there. Ms. Fryman
would then give him options, if he works, he gets to play with her board games, but if he keeps
refusing, hes going to have to stay there until he finishes his work, and he wont get to play.
The student took his time but then decided to continue working. After they were done, shed
send him back to class and work with other students or head back to co-teach next door.
The next day was test day. The students were split into two groups. The IEP students
went to another classroom while the other students went to the computer lab. These students
had to be apart from the rest of the classroom because they had to have their questions read
to them. They were all given plenty of time to answer their problems. They were all well
CSN Education Department, Las Vegas, Nevada 2013

14

CSN Education Department, Field Observation Activities

Packet
behaved while testing. The teacher watched over the students as they answered their
questions. She felt frustrated because she noticed that most students would try to rush the
problem without taking the time to try to solve it, knowing they know the material well. These
students were tired, and ready to head to lunch. During lunch, this classroom stuck together,
each had their little groups, but stayed as a whole, even at the playground. When the bell rung
they headed back to test with the rest of the class working on their English, and other subjects.
When testing was over they all headed to the Music room to end the school day well. They
seemed to be excited to go. Overall, it was a great experience. It seems time consuming and
hard work but, well worth it. These students have a big, kind heart and always show that they
are ready to learn. Their success is whats important, and Id gladly enjoy to put the time in for
it. I gained personal advice, knowledge, experience, and the opportunity to see what it takes to
be a great teacher.
-----------------------------------------------------------------------------------------------------------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)

CSN Education Department, Las Vegas, Nevada 2013

15