Observation Packet 1

CSN Education Department - EDU 203 Special
Education 10 Hour Field Observation Activities

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Greetings Future
Educator,
One of the most rewarding aspects of EDU

203 is the opportunity you will have to actually observe students in a
classroom setting. This CSN course requires all students to complete a
10 Hour Field Observation in one of the Clark County School District schools.
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.
**Read this entire packet prior to making your initial visit.
Students Name: Joan Ko CSN Course: EDU 203
CSN Professor: Dr. Leytham Professors email:

patrick.leytham@csn.edu
CCSD School: Roger M. Bryan Elementary Cooperating Teacher: Michelle

Leigh
IMPORTANT NOTE:
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
CSN Education Department, Las Vegas, Nevada 2015 1
Packet
packet, in a separate reflective log, or word processing response 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 your cooperating teachers contact information. Ask 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.
IMPORTANT NOTE: INITIAL SCHOOL VISIT

1. The Initial Visit must take place during the week designated by your Instructor.
2. Must report back to your instructor as soon as possible, the plan for completing
the 10
Hours of Field Observation.
3. Must turn in your entry letter at your assigned school, to the Office Manager, at
your initial
visit.
UPON ARRIVAL THE FIRST DAY

1. 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
Special Education class.

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2. Show the teacher this Field Observation Activities Packet, your Field
Observation Time Log and Cooperating Teachers Field Observation Student
Evaluation pages.
3. 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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CLASSROOM ENVIRONMENT (Observations): After arrival, take a seat in a

nonintrusive location to begin your classroom observations.
Consider/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 impression of the classroom was that it was very colorful and
vibrant with lots of posters. It was very warm, friendly, and inviting. The
class was well organized and the layout of the classroom was very well
done. The classroom had different centers by category in each corner of the
room, this organization was very effective. For example, the reading center
was on the far left side: it contained a bookcase, some bean bag cushions,
and a rug to read on.
*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 class is a small class with 2 females and 5 males. There is 1 Hispanic
female, 1 African American female. And there are 2 Hispanic males, 1
American male, and 2 Asian males. These students are all in special
education but do not have any physical challenges. About half of the class
have challenges in speaking and reading.
*Observation 3: What are the posted class rules in the room? (exactly as
written)
There are no classroom rules posted.
*Observation 4: Does the teacher enforce the rules? Are rewards or
consequences being used for compliance or non-compliance.
The teacher enforces the rules. The consequences of not complying to the
rules is to be first warned and then upon second offense, sent to the cool

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down corner. The rewards of listening and obeying to the teacher is to get a
prize from the prize jar.
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. (THIS DOCUMENT APPLIES WHEN IN A
REGULAR EDUCATION CLASSROOM)
Classroom Layout Question 1: Describe the workflow of the room. Is the

space used efficiently? Are there any improvements you would recommend?
The workflow of the room is very successful and works well. The teacher
has made enough space in between centers and tables to have a good
walking flow. The only improvement I would recommend is to eliminate a
center or two that doesnt get used regularly.

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Classroom Layout Question 2: 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?
In my opinion, there is no concerns regarding safety during a normal school
day. Everything is placed in a way where there is easy access to the front of
the room. However, in the case of a fire, there may be concerns because of
the absence of a second way out through windows or anything similar,
because there is only one exit, which is the front door.
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 for different subjects or periods are:
9:00-9:10 AM, Handwashing
9:10-9:25 AM, Welcome Activity
9:25-9:35 AM, Circle Time
9:35-10:35 AM, Center Time
10:35-10:40 AM, Clean up
10:40-10:50 AM, Story Time
10:50-10:55 AM, Wash Hands
10:55-11:10 AM, Snack
11:10-11:15 AM, Pack-up/Line-Up
11:15-11:40 AM, Outdoor Play
Instruction Question 2: Is instruction done in small groups, centers, whole

groups, individual?
Instruction is split between small groups, centers, and individual work.
Every single day, the 3 ways are incorporated in the academic work of the
day. Th

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Instruction Question 3: How would you describe your cooperating teachers
teaching style?
I would describe my cooperating teachers teaching style as very energetic
and engaging. She uses enthusiasm to get the students to be excited in their
work. She also makes the student try the best they could before she assists
with help.
*Instruction Question 4: Does the teacher incorporate the sensory

modalities (learning styles)? If so, give examples. She does incorporate the
sensory modalities. She often uses songs and music to get the students to
learn the theme of the day. She also has many hands on activity where they
can learn by performing tasks.
*Instruction Question 5: Do the students seem engaged in the lesson(s) that

are being presented? Please explain.
The students seem very engaged in the lesson that is being presented by
the eagerness being emulated by the teacher. The teacher explains how to
do each activity with zeal and in turn the students are excited to do the
assignment.
*Instruction Question 6: Are there any students isolated from the rest of the
class for any reason? Why?
There is one student who seems isolated from the rest of the class. He
seems this way because he gets very focused on doing projects with a focus
that is so keyed in, that he forgets his environment and the students around
him. Its almost like he puts himself in a kind of bubble where his mind is
only zeroed in the activity he is undergoing.
Instruction Question 7: Is individualized instructional time managed

efficiently? Please explain.
Individualized instructional time is managed efficiently because it is being
monitored by the teacher and her teachers aide. They make sure they touch
base with each child, and are constantly watching if they are effectively on
task. When they are not, the teacher quickly prompts the student to
continue their work.
Instruction Question 8: How does the cooperating teacher handle transitions

from one subject or period to another, and are these transitions effective?

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The cooperating teacher has great strategies to transition effectively,
through timers that have an alarm, by playing a transition song, and by
having a clapping sequence she claps followed by the students imitation of
her clap sequence.
*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 ways the teacher attempts any attention getting commands, are to
call the students who are not getting the transition out by name and by
clapping her hands. These methods are very effective, because the teacher
gets the attention of her students very quickly by using these methods.
*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 specific behavior issues the teacher has to deal with is that sometimes
when the students transition from one center or activity to another, they do
it in a very slow pace. Also, they might not feel inclined to want to switch
activities and disobey by trying to stay at the one that they have to move on
from, even when she instructs them that it is time to transition.
*Instruction Question 11: Are there any policies or procedures in place that
help or hinder instructional time? (Examples: Stoplight- (Red, Yellow, Green),
clickers, happy/sad faces etc. are students allowed to bring home unfinished
work to complete as homework, is daily homework assigned) If so, explain
them and how they help or hinder use of instructional time.
Procedures or policies that are in place that help instructional time is that
there is a reward system by the students being able to have a prize from the
prize jar when they are following the procedures. Another policy that helps
the instructional time is the timely rotations in each center and the
transition song between them that helps the students learn in an orderly
structure and format.

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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: are hallways/classrooms labeled,

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 schools mission statement, motto, and mascot.

We are from Roger Bryan; we are reaching for the sky!
2. Analyze staff and visitor interactions in the main office. Note student and
faculty interactions in other areas of the school. (Example: teachers lounge)
The staff and visitor interactions in the main office is cordial and friendly. It
is a very comfortable and safe atmosphere.
3. Observe student-to-student interactions, inside and outside the building.

Observe where students gather to socialize lunchroom, halls, playground,
etc.
Student-to-student interactions, inside and outside the building is very
respectful. They gather to socialize at the center of the playground area, in
the fields for recess, and right outside the cafeteria doors.
4. 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.

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School partners are Create a Change, where they have gardens that the
grow in the schools field.
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 teachers expectations for learning and success is that the students
give their very best effort in school. The teacher interacts with the student
with enthusiasm and passion that invigorates the classroom atmosphere.
The teacher is very passionate about teaching and it shows forth in her
lively and dynamic personality.
*2. Evaluate the interactions between teachers and students, rapport,
cohesiveness, distribution of power, tone, frequency and reinforcements.
Who participates? Who does not?
The teacher has set a good tone of herself as the authority figure, and the
students know that by her ability to reprimand and to discipline when
necessary. Every student seems to understand her tone as their leader
figure and are respectful towards her.
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?
I just love kids.
Interview Question 2: What is the main challenge(s) you face as a teacher?

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

The growth.
Interview Question 4: Beyond standardized testing, what assessments do

you use regularly?

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How do assessment results determine flexible grouping?
Teaching strategies goals and handwriting without tears. Knowing what
most of the group needs to practice, determine the curriculum and game
activity.
Interview Question 5: What requirements are placed on you for reporting

progress to parents?
Teaching strategies gold and progress reports for IEP goals. The progress
report goes out 3 times a year. Required to have IEP meetings every 6
months.
Interview Question 6: Describe the interaction and discussion you have with
a students parents?
What works at home that they can do here in class along with what we do in
class that the students can do at home. Also, how parents can provide
resources and how they can get involved.
Interview Question 7: What type of discussions do you typically have with

parents?
What they need help with and what to expect for next year.
Interview Question 8: How much grading do you complete on a daily/weekly

basis?
Don't do grading but do assessments for the portfolio. I do this at least 1
hour a day, 5 hours weekly.
Interview Question 9: How much time does it take to prepare lessons for the
day/week?
Three hours for the week to prepare.
*Interview Question 10: What procedures or strategies do you use to

maximize instructional time?
Counting or singing with every activity. Use every moment to achieve
curriculum goals.
*Interview Question 11: What positive reinforcement programs and

behavioral consequences seem most effective with students?
Constant praise as a reinforcement program and a cool down center for
behavioral consequences.
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Interview Question 12: How are specialist teachers involved in the
instructional planning process?
Speech path gives me the calendar and she brings a book for me to
incorporate to the lesson. DT & PT only work with 1 child.
Interview Question 13: How often are you evaluated, and what measurement
tool(s) is used by the administration for determining your own performance?
I am evaluated three times per year. Two different measures used, which are
student goals and professional goals.
Interview Question 14: What consequences are there if your evaluation is

not favorable?
The consequence is to get more help and if you are not trying to improve,
then your contract can be revoked.
Interview Question 15: What types of support do you receive instructionally,

financially or professionally from the school, parent organization or school
district to enhance instruction?
Get substitutes offered for classes, get paid by CU's. Professionals can
come in to help with a troubled student. Vice president gives praise and
helps with providing constant good advice. Gets federal aid, and $123 from
the district. Parents volunteer to give snacks for the students.
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.

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Boys: 4 Girls: 3
*Summarize your Classroom Interactions data from above:
The teacher seems to address males and families fairly equally. She
interacts with them by: teaching, answering questions, giving words of
affirmation, and by giving praise and encouragement. One example of her
interactions is when she was teaching a lesson, and she called out the
students who were listening well and announced to the classroom that the
child exhibited good behavior.
ADMINITSTRATOR INTERVIEW QUESTIONS: IF YOU HAD AN INTERVIEW

WITH AN ADMINISTRATOR, WHAT 5 QUESTIONS WOULD YOU ASK AN
ADMINISTRATOR REGARDING HIS/HER ADMINISTRATIVE POSITION?
(QUESTIONS REQUIRED)
The prewritten student created questions are mandatory for credit, and a
Principal/Assistant Principal/Dean interview is optional but strongly
encouraged ONLY IF IT CAN BE ARRANGED. (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 your greatest vision for Roger M. Bryan Elementary school?
What do you hope the students of Roger M. Bryan Elementary school get
from attending this institution?
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Why did you choose to work for Roger M. Bryan Elementary school
specifically?

During your career, what growths have you seen in terms of the progress of
the school as a whole?

What is the area of most need improvement in this school and why?
Interviewed school administrators name/title:
SPECIALIST CLASSROOM OBSERVATION: This is optional: Remember some

schools do not have these programs. 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, and PE) they attend, or a different middle/high school
subject the same students attend within your cooperating teachers grade
level team.
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?

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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) This is optional: Remember some schools do not
have these programs. 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?
class?
3. Describe the GATE/AP teachers instructional style.
4. Would you rather be in this class or the regular education class?
Why?
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. This is optional:
Remember some schools do not have these programs. 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?
class?
3. Describe the SPED teachers instructional style.
4. What are the challenges these students possess?
6. CSN EDU 203 students ask if you could attend an IEP meeting if
possible.
OBSERVING A STUDENT: Discretely observe one student during an

extended period of direct instruction in the classroom. 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. Please summarize the
setting, the lesson that was given, if the student was on task and engaged
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in the lesson, and what you uncovered about putting yourself in a lesson
from the students point of view.
(You may print and submit a hand written summary or electronically submit
a one-page document.)
One student that I observed is age 5, early childhood, special education,

Hispanic male. He is very good at starting and completing his assignments
with vigor. However, the trend I noticed in him was that he would be so
preoccupied at the assignment he was doing that he was not aware of his
surroundings. This seemed to be potentially detrimentally to his ability to
socialize well with his classmates and to be aware of the classroom
transition periods. Therefore, he would often be doing an activity on his own,
and he would not be able to transition when the transition was announced
or the transition song was played by the teacher. This would get him into
trouble, and the teacher would have to directly confront him and remind him
several times of what was going on and what she expected him to be doing.
After the 2nd or 3rd warning, he would have to be put in the cool down
corner, for failure of heeding directions.
SUMMARY:
Using the information in this packet, thoroughly summarize and reflect upon
your entire 10 Hour Field Observation Placement. (You may duplicate
this page and submit a two to three page hand written summary or
electronically submit a two to three page summary.)
EDU 203 Special Education Course Summary
Student Name: Joan Ko
Date Submitted: November 22, 2017
I enjoyed my experience in observing for Mrs. Leighs early childhood

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special education class. The first thing that I learned from the experience is
that every child is very different and learns by different methods and
strategies. I have noticed that because of this, the teacher spends at least 1
hour and half to allow students to choose what center they want to work in.
The centers include these: Fine Motor Center, Dramatic Play Center, Art
Center, Writing Center, Painting Center, Music & Movement Center, Blocks
Center, Math and Games Center, and the Science Center. These centers help
the students to be able to choose which center to use, according to their
learning styles. It also helps them to explore the different subjects they
might find themselves to like and continue to learn about.
Another thing I learned about in my observation experience was the
amount of time and focus the teacher put on teaching the students social
skills. Anytime there was period of time when the students engaged with
one another, she ensured that they addressed each other appropriately and
with correct social etiquette. For example, when it was center time and one
student wanted to join another in the blocks center, she made sure that the
student joining in asked the student already in the center if he could please
join the center. Then the teacher helped the student already in the center
tell the other student, yes he would like for the student to join in. In every
opportune moment that the teacher has to instruct the students in properly

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showing how to address one another, she does so, but not in courteous
exchanges only, but also in conflict. Whenever students are having a
conflict, she addresses it right away. For instance, one student was having
trouble sharing with other classmates, and soon one of the classmates that
they were not sharing with began to confront the student not sharing. The
teacher would then step in and tell the student getting upset over the
student not sharing, that he was to calm down and ask politely if the
student would share. Then she would turn to the student not sharing and tell
them that what they were doing was not right and that she expected them
to stop their behavior and to begin sharing things with others unless they
will have to go to the time out corner. This method would work after the 2nd
or 3rd time she would have to repeat it to the student, and the student would
eventually begin to share.
I have also learned through my field experience that using songs and
sayings help the students to learn. The latest songs have been based on the
theme of Fall that the children were learning and everything that pertains to
Fall. On Halloween, the students were learning about the different parts of a
spider. The students learned it quickly and efficiently through a song that
the teacher taught them as a learning strategy to memorize the different
parts of a spider. The children both have an engaging, fun time, while

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attaining the educational purpose of the activity.
Lastly, what insight I have gained through this experience of field
observation is that the rewards method of prize and praise do really work
well. The students are more motivated and more likely to be able to have the
influence needed to learn new material and perform activities with a reward
at the end of it and the encouragement along the way. The teacher
constantly praises the students when they have done an excellent job or
when they are listening well, and the students perform better because of it.
When there is a group activity and the students know that whoever has
down a good job gets a prize from the rewards bucket (which consists of
toys and candy) they also are more inclined to be enthusiastic and willing to
work much harder.
Before final grading for the EDU 203 SPED Course can occur, the
CSN student must submit:
> Field Observation Activities Packet, And / Or, Summary Document as

directed by
your Instructor
> Validated Field Observation Time Log
> Completed 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).

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STUDENT IMPORTANT NOTE:
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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CSN Education Department - EDU 203 Special

Education 10 Hour Field Observation Activities

One of the most rewarding aspects of EDU

Students Name: Joan Ko CSN Course: EDU 203

CSN Professor: Dr. Leytham Professors email:

CCSD School: Roger M. Bryan Elementary Cooperating Teacher: Michelle

BEFORE ARRIVING ON THE FIRST DAY...

3. The first half of your field observation/experience will be centered around

IMPORTANT NOTE: INITIAL SCHOOL VISIT

UPON ARRIVAL THE FIRST DAY

CSN Education Department, Las Vegas, Nevada 2015 2

CLASSROOM ENVIRONMENT (Observations): After arrival, take a seat in a

Observation 1: What are your first impressions of the classroom/school

*Observation 2: Please describe the student make-up of the class, including

CSN Education Department, Las Vegas, Nevada 2015 3

CLASSROOM LAYOUT: Use graph paper or drawing software to create an

Classroom Layout Question 1: Describe the workflow of the room. Is the

CSN Education Department, Las Vegas, Nevada 2015 4

INSTRUCTION: Observe any instructional time in your assigned classroom,

Instruction Question 1: What is the posted daily schedule for different

9:00-9:10 AM, Handwashing

9:10-9:25 AM, Welcome Activity

9:25-9:35 AM, Circle Time

9:35-10:35 AM, Center Time

10:35-10:40 AM, Clean up

10:40-10:50 AM, Story Time

10:50-10:55 AM, Wash Hands

10:55-11:10 AM, Snack

11:10-11:15 AM, Pack-up/Line-Up

11:15-11:40 AM, Outdoor Play

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

CSN Education Department, Las Vegas, Nevada 2015 5

*Instruction Question 4: Does the teacher incorporate the sensory

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

Instruction Question 7: Is individualized instructional time managed

Instruction Question 8: How does the cooperating teacher handle transitions

CSN Education Department, Las Vegas, Nevada 2015 6

CSN Education Department, Las Vegas, Nevada 2015 7

Physical Characteristics: Look at the physical areas of the school to

1. Consider the school property: building, grounds, fencing, equipment,

2. Next, study the interior of the school: are hallways/classrooms labeled,

1. Identify the schools mission statement, motto, and mascot.

3. Observe student-to-student interactions, inside and outside the building.

4. Examine school traditions, achievements and awards; community

CSN Education Department, Las Vegas, Nevada 2015 8

COOPERATING TEACHER INTERVIEW: Complete the questions below by

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: Beyond standardized testing, what assessments do

CSN Education Department, Las Vegas, Nevada 2015 9

Interview Question 5: What requirements are placed on you for reporting

Interview Question 7: What type of discussions do you typically have with

Interview Question 8: How much grading do you complete on a daily/weekly

*Interview Question 10: What procedures or strategies do you use to

*Interview Question 11: What positive reinforcement programs and

Interview Question 14: What consequences are there if your evaluation is

Interview Question 15: What types of support do you receive instructionally,

CSN Education Department, Las Vegas, Nevada 2015 11

ADMINITSTRATOR INTERVIEW QUESTIONS: IF YOU HAD AN INTERVIEW

CSN Student Created Open Ended Question # 1 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: