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: ​>>> Christina Hill  
 
CSN Course: ​>>> EDU 202 
 
Professor: ​>>> Dr. Asherian 
 
Professor’s email: ​>>> [email protected] 
 
CCSD School: ​>>> Green Valley High School 
 
Cooperating Teacher: ​>>> Mr. Gehlken 
 
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. 
CSN Field Observation Packet  © CSN Education Department 2017 Page 2 
 
 
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. 
 
 
 
 
 
 
 
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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. ​>>> There is an extremely friendly environment. The 
students seem comfortable with each other and with Mr. Gehlken, as well as the assistant teacher, Mr. 
Ayala. 
 
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. ​>>> There are more 
men in both classes than women and more Caucasians than any other race. I was surprised to discover 
that there are multiple students with IEPs integrated in the class. Every student is able-bodied besides 
one girl with a broken leg. 
 
Observation 3:​ What are the posted class rules in the room? (exactly as written) ​>>> “No food or drinks. No 
cell phone use” are the only class rules. 
 
Observation 4: ​Does the teacher enforce these posted rules? Are rewards or consequences being used for 
compliance or noncompliance? ​>>> The rules are enforced very effectively. No rewards are given to 
students who follow the rules. Consequences are not apparent because the students listen to Mr. 
Gehlken when he tells them to put away their phones or food. 
 
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 
 
>>>INSERT YOUR DRAWING HERE<<< 

 
 
Classroom Layout Question 1:​ Describe the workflow of the room. Is the space used efficiently? ​>>> Nearly 
every seat is utilized. The screen and white-board can clearly be seen anywhere in the classroom. 
 
Classroom Layout Question 2:​ In your opinion, how can the physical arrangement of the room be improved? 
>>> If the desks were set up horizontally with the students facing each other with an open space down 
the middle of the room, there would be a lot more space. 
 
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? ​>>> There is no 
daily posted schedule, but Mr. Gehlken verbalizes the plan for the day at the beginning of the period. 
Every class begins with a ten minute CNN video covering current events in the country. 
 

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Instruction Question 2:​ Is instruction done in small groups, centers, whole groups, individual? ​>>> Instruction 
is done is whole groups, never individually.  
 
Instruction Question 3:​ How would you describe your cooperating teacher’s teaching style? ​>>> Mr. Gehlken 
is extremely engaging. He asks the students questions instead of blowing straight through a lecture. The 
questions he asks forces the students to pay attention, as well as the jokes he makes throughout the 
lesson. 
 
Instruction Question 4: ​Does the teacher incorporate the sensory modalities (learning styles)? If so, give 
examples. ​>>> Mr. Gehlken mainly just holds lectures and discussions. I have not observed any hands-on 
activities or field trips etc. I assume with high school seniors hands-on activities are way less common 
than with younger students. 
 
Instruction Question 5:​ Do the students seem engaged in the lesson(s) that are being presented? Please 
explain. ​>>> Students are engaged because Mr. Gehlken asks them questions on their opinions and 
thought before giving them the facts. 
 
Instruction Question 6:​ Are there any students isolated from the rest of the class for any reason? Why? ​>>> 
There are no isolated students from the rest of the class. 
 
Instruction Question 7:​ Is instructional time managed efficiently? Please explain ​>>> Instructional time takes 
only a couple minutes of each class, and used very efficiently. There is never any extensive directions 
because the lessons are fairly self-explanatory. 
 
Instruction Question 8:​ How does the cooperating teacher handle transitions from one subject or period to 
another, and are these transitions efficient? ​>>> Each class starts with an introduction of current events. 
Directly after the video Mr. Gehlken talks to the class about their day and how they are feeling etc. Then 
transitions to the actual lesson by asking them a related question, for example “How many different 
execution styles can you guys think of the the U.S. engaged in the prison system?” 
 
Instruction Question 9:​ List ways that the teacher attempts any “attention getting” commands? (Ex: 
Countdown, Light flicker, Heads on Desk) How effective are they? ​>>> His loud voice is the main attention 
getter, as well as his big build. He naturally commands respect, so the students’ attention comes 
naturally. 
 
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. ​>>> Phones are the main issue and Mr. Gehlken just 
tells them to put the phones away if they do not want him to take it. The students always listen the first 
time. 
 
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 majority of class time is used 
by discussions. If there were more hands-on activities or even short worksheets in addition to 
discussions, I feel like a lesson with more substance would be given to the students. 
 
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 

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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 is very well kept and clean. Signs to the front 
office are everywhere in the parking lot and in the front of the school, so it is easy to figure out 
where to go. 
 
2.​ Next, study the interior of the school: halls, floor coverings, lighting, doors, windows, hall colors and 
decorations and entrance security. ​>>> There is no entrance security, which is a bit concerning. 
Hallways are uncluttered and poster with school clubs, meetings, and activities are all over the 
walls. Floor and wall tiles are green and grey, the schools main colors. 
 
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. ​>>> Commitment to excellence is the 
school’s motto and Gators are the mascot. 
 
2. ​Analyze staff and visitor interactions in the main office. Note student and faculty interactions in other 
areas of the school. ​>>> Faculty and student interactions are professional, but more authoritative 
than friendly. Staff and visitor interactions are welcoming and professional. 
 
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? ​>>> Special Ed. students have the same bell schedule and classrooms in the same halls 
as non-special students. There is no separation, besides the student make-up of the classes for 
special students. 
 
4.​ Observe student-to-student interactions, inside and outside of the building. Observe where students 
gather to socialize – lunchroom, halls, playground, etc. ​>>> Students gather in the courtyard outside 
between classes and in the hallways. During lunch, students are in the courtyard or in the 
cafeteria. SOme students choose to eat in their favorite teacher’s classroom. 
 
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. ​>>> Trophies and banners of 
school achievements in sports, theater, choir, band, and orchestra are displayed all over the gym, 
cafeteria, and front desk area. 
 
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. ​>>> Every interaction with the students is friendly, but Mr. Gehlken remains the 
authority in a very respectful way. He is very playful and sarcastic, which meshes well with the 
personalities of seniors in high school. 
 
2. ​Evaluate the level of student participation in the class. Who participates? Who does not? What 
modifications, accommodations, and/or inclusion techniques were observed? ​>>> Class clowns and 
people who seem more comfortable with Mr. Gehlken participated more than anyone else. Mr. 
Gehlken did a great job with including students who do not usually speak by asking them 
questions to make them laugh. 
 

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 3. ​Evaluate the interactions between teachers and students, rapport, cohesiveness, distribution of 
power, tone, frequency and reinforcements. ​>>> Reinforcement, power, and tone are distributed 
fairly and respectfully to students. Mutual respect of the teacher and students is apparent, which 
makes for a smooth running classroom. Students are aware of the rules and requirements and 
follow them for the most part. When Mr. Gehlken tells them to stop talking/eating, or to put their 
phones away, they listen.  
 
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? ​>>> I began tutoring as a student 
athlete as a requirement for credits. I ended up loving showing people things and them understanding 
and applying the knowledge. 
 
Interview Question 2:​ What are the main challenges you face as a teacher? ​>>> The lack of support from 
administration and parents and getting caught up in the negativity of students and other teachers. 
 
Interview Question 3:​ What is the best part of being a teacher? ​>>> Immortality. It is a great feeling that my 
impact as a teacher remains with the students I teach years and years later. It is never my lectures that 
people remember. It is the stories I tell and how I made them feel. 
 
Interview Question 4:​ How do you determine where students sit in class? ​>>> It depends on what you teach-- 
what age, and what subject. 
 
Interview Question 5:​ How do you determine the members of any flexible groups? ​>>> I always allow the 
students to choose their groups. Technology also helps to eliminate many excuses that students come up 
with. 
 
Interview Question 6: ​Beyond standardized testing, what assessments do you use regularly? ​>>> I love 
making the students give me the information. Usually this is in presentations, or just casual class 
discussions. 
 
Interview Question 7:​ What requirements are placed on you for reporting progress to parents? ​>>> Usually 
e-mails, phone calls, and progress reports. Again technology does most of the work. 
 
Interview Question 8:​ How often do you interact with a student’s parents in person, and what type of 
discussions do you typically have? ​>>> Never, besides open houses, which very few parents show up. 
 
Interview Question 9:​ How much grading do you complete on a daily/weekly basis? ​>>> At least 2 
assignments per week is the requirement from administration.  
 
Interview Question 10: ​How long does it take to prepare lessons for the day/week? ​>>> It takes very little time 
with the help form technology, again. When I first started teaching I used to stay until 9 pm every Monday 
preparing for the whole week.  
 
Interview Question 11:​ What procedures or strategies do you use to maximize instructional time? ​>>> My 
organizational skills help me the most to maximize instructional time. 
 

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Interview Question 12:​ What positive reinforcement programs have you had success with, and what behavioral 
consequences seem most effective with this age group? ​>>> 1. Being real and forming relationships to show 
the students that I genuinely care about them. 2. Consistency. Listen, don’t make assumptions. Instead, 
ask questions. 
 
Interview Question 13:​ How are specialist teachers involved in the instructional planning process? ​>>> I don’t 
have any specialist teachers. 
 
Interview Question 14:​ How often are you evaluated, and what measurement tool is used by the administration 
for determining your teaching performance? ​>>> I am rarely evaluated. The measurement tools is whatever 
the District uses. 
 
Interview Question 15: ​What consequences are there if your evaluation is not favorable? ​>>> I’ve never had 
one. 
 
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? ​>>> I receive no support from 
parents, the school, or the district. There is a huge lacking in this area. 
 
Interview Question 17:​ What surprised you most about teaching as a profession? ​>>> Hard hard it actually is 
surprised me the most. Teachers do all the work that no one sees, so we are rarely recognized. 
 
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.  
 
>>> Class just began, and Mr. Gehlken asked the students to get out their notes reviewing Rule of Law. 
All notes are done on the school laptops that are assigned to each student. The student I observed asked 
to go to the bathroom everyday right when the lesson was beginning. At the start, she was engaged and 
paying attention for a little while, and then got distracted. She began talking to her friend who sits behind 
her, or she would go on her phone. She was never participating eagerly and rarely raised her hand, 
except to make a statement that would make the class laugh. Going over Delegated Powers is not exactly 
riveting information, but she never took any notes on her computer. I would have assumed she fully 
understood the material, but again, she never raised her hand and contributed to the discussion. Mr. 
Gehlken constantly asked the class “Is everyone with me?” to ensure no one was lost in the lesson. In 
between discussions he would crack jokes just to keep the energy up and the environment light-hearted. 
This student spent more time applying lip gloss than participating when Mr. Gehlken gave an obvious 
opportunity to do so. 
When the second lesson started about States’ Rights, this student began writing notes on her 
computer. Judging by her switch in attention, I believe the first lesson was just reviewing information she 
already knew. Instead of Mr. Gehlken teaching, the assistant teach, Mr. Ayala presented this lesson. The 
whole class gave him their undivided attention. Mr. Ayala had more of a lecture style to teaching-- less 
jokes and discussion. During this lesson the student I observed did not get out her phone, talk to her 
friend, or spend time applying lip gloss. 
 
 
 
ASSIGNMENT 7 (Summary): ​Thoroughly summarize and reflect upon your entire 10 hour Field Observation 
Placement. 
  
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>>> This observation was a great experience. I learned a lot about the profession and what I need to 
achieve to become the best teacher I can be. I learned that preparing for a lesson takes a lot of 
backstage effort, but not nearly as much as even just five years ago. Technology has the biggest impact 
on this difference in preparation. Lesson plans for every subject and activity can be found online, instead 
of manually writing a lesson plan out and coming up with your own activities. 
Observing in this classroom, I was surprised to know that there are many students with IEPs in 
the 10am and 11am classes. Mr. Gehlken teaches the entire class together. The only difference with how 
he treats students with IEPs is that he may give them extra time on tests and quizzes, or give them more 
extra credit opportunities. Students with IEPs are not separated from the rest of the class, nor do they 
receive extra attention during class from the teacher. 
I appreciated Mr. Gehlken’s balance of being friendly with the students and being authoritative 
when the students got out of hand. He treats the students like adults and holds them to their 
responsibilities fairly. He is extremely respected and seems to be well liked by his students in both 
classes. 
This experience solidified my desire to be a teacher. First-hand experiences in the class taught 
me two teaching styles from Mr. Gehlken and the assistant teacher, Mr. Ayala. Mr. Ayala is more strict 
and less playful that Mr. Gehlken is, so the students get a bit of variety everyday. What I will remember 
most about this experience is the advice Mr. Gehlken gave me: “You will have a much more difficult time 
with classroom management, simply because you are a petite, attractive woman. You have to demand 
the respect you deserve, and to do that you will have to be more strict in the beginning than you would 
like to be. But you can and will achieve what you put your mind to.” 
 
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) 
 
 
   

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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 
 
CSN Professor: ​>>> Dr. Asherian 
   
CSN Professor’s phone: ​>>> (702) 651-4740 
   
CSN Professor’s email: ​>>> [email protected] 
   
Student’s name: ​>>> Christina Hill 
   
Student’s email: ​>>> [email protected] 
   
 
 
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.  
 
 
 
 
 
 
 
 
 
 
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TIME LOG - ​CSN Field Observations   
 
CSN Student: ​>>> Christina Hill 
 
CSN Instructor: ​>>> Dr. Asherian 
 
CCSD School Assigned: ​>>> Green Valley High School 
 
CCSD Cooperating Teacher: ​>>> Mr. Corey Gehlken 
 
CCSD Grade/Department: ​>>> 12th grade government 
 
CCSD School Principal: ​>>> Mr. Kent Roberts 
 
CCSD School Phone & Fax: (702) ​>>> 799-0950 ​ (702) ​>>> 799-0717 
 
Record accurate data for all school visitations in the table below 
 
DATE  START TIME  END TIME  HOURS  TEACHER INITIALS 

10/23/18 10:00 11:55 1 hr 55mins C.G.

10/30/18 10:00 11:55 1 hr 55 mins C.G.
11/13/18 10:00 11:55 1 hr 55 mins C.G.
11/13/18 11:55 12:30 35 mins C.G.
11/27/18 10:00 11:55 1hr 55 mins C.G.
12/4/18 10:00 11:55 1 hr 55 mins C.G.

 
 
   
    
TOTAL HOURS: 10 hours 15 mins 
 
 
 
 
 
 

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Cooperating Teacher Signature: _____________ __________________ 
Date: __12/4/18_________________ 
 
 
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: 
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____________________________________________________________________________________________________
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Cooperating Teacher’s Signature: _______________ ___________________ 

Date:__12/4/18________ 

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