Professional Documents
Culture Documents
Name: ____________________________
Professor:
Christina Zeddies
_______________________
Olivia Grant
CSN
Slippers, house shoes, work boots, thongs, and other similar foot apparel.
4.
Footwear without appropriate socks or stockings, except where stocking may cause a health
hazard.
All employees are expected to exemplify grooming standards in a manner that projects an
appropriate image for the employee, the school, and the district.
1.
Hair shall be neatly groomed. Beards and mustaches shall be neatly groomed.
2.
3.
No obscene or distracting jewelry or similar objects that may present a safety hazard may be
worn outside of the clothing. Hats are not to be worn inside the school.
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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 third glass included twenty students; one white male 504 student, one asian male, one black male student, one
mixed-race female student, eight white girls students, and eight white male students. However one female student is
having difficulties at home - parent in jail, low income, and is stressed.
Observation 3: What are the posted class rules in the room? (exactly as written)
1. treat others with care and respect
2. take care of our school, our class, and our material
3. follow directions and classroom procedures
Observation 4: Does the teacher enforce the rules? Are rewards or consequences
being used for compliance or noncompliance?
Yes, Ms. Richmond enforces the classroom rules, along with providing incentives to keep students focused. She
provides novelty/trinket items for good behavior. I've noticed she'll quickly remind a student to stay on tract and
immediately focus her attention back to the curriculum.
CSN Education Department, Las Vegas, Nevada 2010
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ASSIGNMENT TWO (Classroom Layout): Use the graph paper provided to create an
overhead view, labeled drawing of your assigned classroom, and then answer the
questions that follow.
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Classroom Layout Question 1: Describe the work flow of the room. Is the space
used efficiently?
Considering this classroom is filled with several learning "stations" along with desks for each student, this classroom
works well for the set-up. There is a reading(library), science, small-group, whole-group, individual desks, Elmo/
Smart Board located in whole-group area, teacher area, computer area, and cabinets for material. I believe each area
of the classroom is being utilized efficiently to accommodate each learning curriculum.
Classroom Layout Question 2: In your opinion, how can the physical arrangement
of the room be improved?
I'd move five of the desks to make an quiet area located near the reading material for students to read and utilize their
I-Pads or vise versa. However, her set-up should not be criticized because it works well for how she teaches, this
would be my preference.
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?
No concerns! This classroom has two entrance/exit doors in-which one door has the Crisis Response Details, tape,
and materials needed in an emergency and the other door provided a backpack with emergency equipment; bandaides, first-aid kit, ect...
Writing 08:20-09:00
Comprehension 09:30-10:00
Lunch 10:50-11:25
Math 12:20-1:35
Dismissal 2:11
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Instruction Question 5: Do the students seem engaged in the lesson(s) that are
being presented?
During whole-group time, all students are engaged with the material, including the 504 student. However during
independent time one student is constantly not paying attention to his own material, even though once he does the
work, he is competent. This student requires extra assistance, but is not a LD student. SO, for the most part all
students are engaged constantly.
Instruction Question 6: Are there any students isolated from the rest of the class
for any reason? Why?
No. All students are treated equally and with respect no matter their circumstances. Example: the student struggling
with home issues - the teacher recognizes her situation and allows a little leeway. With compassion to her situation,
she provided a little extra attention, but nothing severe to show favoritism. Even the 504 student is shown respect
without criticism.
Instruction Question 8: How does the cooperating teacher handle transitions from
one subject or period to another, and are these transitions effective?
For the most part, students understand transition time and is given a few minutes to get to their prospective centers/
assignments...However the teacher at-times may play a 1-4 minute video allowing students to stretch and get funky
for a moment. This takes away the restlessness of any students.
Instruction Question 9: List ways that the teacher attempts any attention getting
commands? (Ex: Countdown, Light flicker, Heads on Desk)
5 count down...one-one-thousand, two-one-thousand, three-one-thousand, four-one-thousand, and finally five-onethousand.
Instruction Question 10: What specific behavior issues does the teacher have to
deal with?
One 504 student, at times he becomes distracted and has a difficult time staying on tract. There is also another
student with an attitude, however he is not a LD student, but at times does not want to do his assignments - he'd
rather play. At times he does not want to stay focused. This sometimes causes a distraction to other students.
Instruction Question 11: Are there any procedures in place that help or hinder
instructional time? As long as the curriculum and instructional time is being met, then no there is nothing to hinder
time.
CSN Education Department, Las Vegas, Nevada 2010
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B. 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.
Mission Statement: W-working collaboratively as a community of students, staff, and families to have all
students, "Ready by Exit" A-accelerating learning is the fundamental purpose of our school. R-reflecting
and examining all practices in light of their impact on learning. D-designing rigorous data-driven instruction
that directly results in individualized student growth. Mascot: WARD WOLVES!
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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.
I'd have to say this teacher respects each student and these individuals know it! Example: Each morning, the
teacher meets the students in line and walks them to the classroom, however when they arrive at the
classroom door - she stops and acknowledges each student individually. i.e. "Hello suzie" "Good morning
Johhny", ect... She addresses each student by name and if they were absent the day before, she'd ask if
everything is okay. Taking this extra few minutes a day to say something to each student, shows respect.
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Interview Question 5: How do you determine the members of any flexible groups?
Assessments! QSI, identifying their phonics, reading, and instructional level.
Interview Question 7: What requirements are placed on you for reporting progress
to parents?
Infinite Campus is utilized for grades, attendance, and additional information. Majority of the parents utilize this
program on their smart phones and check it frequently. However report progress is twice a year, however information
is updated daily with attendance and grades once a week. I contact parents if needed. Parent involvement is high.
Interview Question 8: How often do you interact with a students parents in person?
A lot! Parent involvement is high at this school, email exchange, skate night, open house, before & after school
activities.
Interview Question 9: What type of discussions do you typically have with parents?
Grades, assessments, child needs and sometimes behavioral concerns.
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Interview Question 11: How long does it take to prepare lessons for the day/week?
Depending on shared with other teachers - per week approx 2-3 hours depending...Long range plan, utilizing
Curriculum Engine for shared information helps.
Interview Question 13: What positive reinforcement programs have you had
success with?
CHAMPS along with giving students bucks $ for individual awards / Team awards are given / students also learn
economics by paying taxes with their earned bucks when they purchase items of their chose.
Interview Question 14: What behavioral consequences seem most effective with
this age group?
Behavior Reflections: its a paper where the students writes the description of their behavior, consequences, and
reasons for behavior, with a plan to improve. Student, teacher, and parent signs the reflection. Allowing students to
understand what they did wrong or incorrect and how to correct it.
Interview Question 15: How are specialist teachers involved in the instructional
planning process?
Reinforce standards, such as art teacher, computer teacher teaches essential skills, music teacher
Interview Question 16: How often are you evaluated, and what measurement
tool(s) is used by the administration for determining your own performance?
Annually (1yr) - Nevada Department of Education - NEPF
Interview Question 17: What consequences are there if your evaluation is not
favorable?
probationary status and/or loss of job
Interview Question 19: What surprised you most about teaching as a profession?
The work load! It's A lot!
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5. What different strategies do you notice this teacher using that are successful?
I did notice, she continuously walked around the classroom to see students monitors and assist when needed.
6. What are the challenges the specialist teacher has to deal with?
With computer, the challenge was keeping all students on the same task/reading and questions. Some students
were more adequate with computer skills than others, causing some students to become frustrated with time.
B. Ask your cooperating teacher if you may observe part of the time in the GATE
(Gifted and Talented classroom) UNABLE TO OBSERVE A GATE CLASSROOM
1. Do you notice any social and academic differences between the kids in this class
and in the regular education classes?
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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: Special Education, SEC (Severely Emotionally Challenged), Autism
room, Deaf/Hard of Hearing rooms, etc. N/A
Remember, some schools do not have these programs. Make sure you get permission from your
cooperating teacher, as well as the lead teacher in the special education room. 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?
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Summarize and reflect upon your entire 20 hour Field Observation Placement
______________________________________________________________________
I felt this location is a nurturing learning environment for all - staff, students, parents, and teachers. From
______________________________________________________________________
the moment I was greeted at the front desk with instructions where to meet the cooperating teacher, to
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walking
with the teacher to open the school gates for the students - I felt a sense of camaraderie. The halls
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were clean with students Curriculum based assignments displayed proudly along the walls, per grade level.
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The school's motto is W.A.R.D which consist of working collaboratively as a community, accelerate learning,
______________________________________________________________________
reflecting and examining all practices, and design rigorous data-driven instruction as a result in individualized
______________________________________________________________________
growth; this school stands by their Mission Statement! It is evident everyone shares the sames values,
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cultural networks, and values their school atmosphere. The motivation in this school is felt strongly; example:
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walking the halls during transition to another class (computer lesson), one teacher lightly played the guitar
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to keep students focused & motivated at the same time. Another example: when walking students to the
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lunchroom - teachers make sure all students are seated and have lunch before taking their break.
______________________________________________________________________
The climate from the teachers indicated - they CARE about each student. Just as when the teacher
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acknowledges each student every morning with personal name & a good morning.
______________________________________________________________________
On
another note: I noticed this school did not sing the Pledge of Allegiance for two days... I decided to ask
______________________________________________________________________
the cooperating teacher and to my surprise, she explained... On Friday's the entire school meets on the
______________________________________________________________________
playground for everyone to sing together and the principal provides information/awards and more to
______________________________________________________________________
everyone at once. This is their way for everyone to get together all at once; special things happen...example:
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one student's relative was dying of cancer - so students and teachers had an opportunity to shave their head.
______________________________________________________________________
Just like Kaepernick said when he was seven-years-old he'd like to play for the Forty-Niners; I'd like to
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play for this schools team of staff members! Great experience of positive attitudes.
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-----------------------------------------------------------------------------------------------------------Before final grading for the EDU 201, EDU 202, EDU 203 courses can occur:
The 3 page signed CSN documents proving 10 hours of participation on the
Field Observation Time Log and Evaluation of Field Experience Student
sheets must be completed and returned to the CSN student by the cooperating
teacher.
The CCSD cooperating teacher must email the students CSN Instructor
before the final exam date. The instructors email can be found on page 17 (pass/
fail for the student)
-----------------------------------------------------------------------------------------------------------CSN Education Department - Room 2025/ Mail Stop S2A
3200 East Cheyenne Ave
North Las Vegas, NV 89030
651- 4400
CSN Education Department, Las Vegas, Nevada 2010
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Prof. O. Grant
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CSN Instructor:
______________________________________
When the student has completed the required observation hours, please
complete the FIELD OBSERVATION TIME LOG and FIELD OBSERVATION STUDENT
EVALUATION (with the student). Upon completion of the 10 hour Field
Observation, the student will then return the Time Log and Evaluation to their
CSN instructor. As verification of the successful completion of the Field
Observation, we ask that you also send an e-mail to the CSN instructor
verifying that the student has met the obligation. Please do this as soon as
the student has completed their 10 contact hours. The student will not
receive a grade in the course until the e-mail is received this from you.
Should you have any concerns or questions about this process, please feel
free to contact the CSN Education Department at: 651-4400
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Principal:
7027994501
School Phone & Fax ________________________________________________
03152016
03162016
730
4.5
1200
730
4.5
1200
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Your signature verifies that the student has completed the required 10 hour field observation component
of EDUC 201, 202 or 203.
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PERFORMANCE INDICATORS RATING SCALE:
4 = exemplary 3 = consistent level 2 = not consistent 1 = lacking
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3
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D. Demonstrates initiative
2. Personal Qualities:
3
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4
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4
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Please remove the FIELD OBSERVATION TIME LOG and EVALUATION OF FIELD
OBSERVATION STUDENT (pages 20-22) from this packet and return to the CSN
student.
Before final grading for the EDU 201, EDU 202, EDU 203 courses can occur:
The 3 page signed CSN documents proving 10 hours of participation on the
Field Observation Time Log and Evaluation of Field Experience Student
sheets must be completed and returned to the CSN student by the cooperating
teacher.
The CCSD cooperating teacher must also email the students CSN Instructor
before the final exam date. The instructors email can be found on page 17 (pass/
fail for the student)
-----------------------------------------------------------------------------------------------------------CSN Education Department - Room 2025/ Mail Stop S2A
3200 East Cheyenne Ave
North Las Vegas, NV 89030
651- 4400
CSN Education Department, Las Vegas, Nevada 2010
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