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: ______CSN Course: ______

Professor: ______Professor’s email: ______

CCSD School: ______Cooperating Teacher: ______

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.

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

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 Teacher’s 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.

*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.

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

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

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.

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

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

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?

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?

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

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

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

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

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

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

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

*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.

*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.

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.

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

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

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

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

3. Look at the formal practices: school day schedule; ages of students; calendar of events; size of school; grouping of students.

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

5. Explain how the school is organized - by grades, departments or not. Are hallways/classroom labeled?

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.

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.

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

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

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?

Interview Question 2: What is the main challenge(s) you face as a teacher?

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

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

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

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

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

Interview Question 8: How often do you interact with a student’s parents in person?

Interview Question 9: What type of discussions do you typically have with parents?

Interview Question 10: How much grading do you complete on a daily/weekly basis?

Interview Question 11: How long does it take to prepare lessons for the day/week?

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

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

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

Interview Question 15: How are specialist teachers involved in the instructional planning process?

Interview Question 16: How often are you evaluated, and what measurement tool(s) is used by the administration for determining your own performance?

Interview Question 17: What consequences are there if your evaluation is not favorable?

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?

Interview Question 19: What surprised you most about teaching as a profession?

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:

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ASSIGNMENT SEVEN (Administrator Interview):The prewritten student created questions are mandatory for credit, and the Principal/Assistant Principal/Deaninterview 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:

______

CSN Student Created Open Ended Question # 2 for Administrator:

______

CSN Student Created Open Ended Question # 3 for Administrator:

______

CSN Student Created Open Ended Question # 4 for Administrator:

______

CSN Student Created Open Ended Question # 5 for Administrator:

______

Interviewed school administrator’s name/title:

ASSIGNMENT EIGHT (Specialist Classroom Observations):Remember… some schools do not have these programs, so this assignment will be optionalfor some. Specialist classroomvisits 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 teacher’s grade level team.

1. Do the students participate or behave differently in these classes in comparison to their regular academic/cooperating teacher’s 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 teacher’s) class?

4. Describe the specialist teacher’s 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?

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 classroomvisits 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 teacher’s instructional style.

4. Would you rather be in this class or the regular education class? Why?

5. How are student needs being met?

C)Ask your teacher for permission to visit the rooms of any specialized programs 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 classroomvisits are strongly encouraged IF THEY CAN BE ARRANGED. Maintain your professionalism at all times. Do not write a student’s name down when you are writing observation notes. Maintain the student’s 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 teacher’s instructional style.

4. What are the challenges these students possess?

5. How are student needs being met?

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 student’s point of view.

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ASSIGNMENT TEN (Summary):

Thoroughly summarize and reflect upon your entire 10 hour Field Observation Placement.

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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 student’s CSN Instructor before the final exam date. The instructor’s 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)