Fo Edu 203

CSN Education Department - EDU 203 Special Education
10 Hour Field Observation Activities Packet
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.
Student’s Name: Hunter Spragno CSN Course: Edu 203
CSN Professor: Vicki L. Rieger M.Ed. Professor’s email: Rieger@csn.edu
CCSD School: Martha P. King Elementary School Cooperating Teacher: Krystalline

Drowns
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 packet, in
a separate reflective log, or word processing response to the following requirements and
assignments.
BEFORE ARRIVING ON THE FIRST DAY...

© CSN Education Department, Las Vegas, Nevada 2015 1
1. Contact your assigned school by telephone and ask the office manager, or other
contact person, for your cooperating teacher’s 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.
2. Show the teacher this “Field Observation Activities Packet”, your “Field Observation Time
Log” and “Cooperating Teacher’s 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.
------------------------------------------------------------------------------------------------------------
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 it was a well-organized area. The classroom had a lot
of different things to help the children and make it feel friendly to the students. The teacher
made the classroom welcoming and friendly.
*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 that I was observing was a good ratio between the girls and boys. All the students
had a learning disability in math and reading. Most of the students were white. There were two
Hispanic students. All of the students spoke English fluently.
*Observation 3: What are the posted class rules in the room? (exactly as written)
In the classroom:
We are a team, we create, we respect each other, we learn from our mistakes, we celebrate
each other's success, and we try our best.
*Observation 4: Does the teacher enforce the rules? Are rewards or consequences being
used for compliance or non-compliance.
Yes, the teacher enforces the rules with the students. If the students were not following the
rules the teacher would tell them that they were not. There was no rewards for following the
rules, but if they were not following the rules the teacher would first tell them and if the
students kept doing it then the teacher would raise her voice.
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)

Board
Table
Desk
Desk
Board
Desk Desk Desk Desk
Teacher's desk
Desk
Teacher's desk
Board
Desk
Desk
Desk Desk Desk Desk
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 was very efficient. The space was used very well. The teacher and
the students had enough room to walk around. There would not be any improvements I would
recommend.
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 not any concerns with the safety on a normal school day. There is a fast
way to get to the door in case of a fire. For a shelter in place and a lock-down there is good
place to hide for the students.
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 was the first group of students in 5th grade came in for reading. The
next set of students came in a hour and half after that. They were in 5th grade and they came
in for English. Another hour and half after that 4th graders came in for math.
Instruction Question 2: Is instruction done in small groups, centers, whole groups, individual?
All the instructions were done as a group, so that the students will all learn it together. It helps
the students learn better because they all have learning disabilities.
Instruction Question 3: How would you describe your cooperating teacher’s teaching style?
The teacher's teaching styles are effective. With these students it is harder for the teacher to
get the attention of all the students at the same time. The teacher had control over the
students. The teacher had all the students working together and the teacher did not exclude
any students from the rest of them.
*Instruction Question 4: Does the teacher incorporate the sensory modalities (learning
styles)? If so, give examples.
The teacher uses the projector to help the students in math. In reading the teacher had the
audio book playing to help the students understand the book better. The teacher had the
students after each chapter explain what happened in that chapter.
*Instruction Question 5: Do the students seem engaged in the lesson(s) that are being
presented? Please explain.
The students were engaged in the lessons. The students were excited for what they were
going to learn. They were ready to learn as soon as they came into the door. If they had a
question they would ask. If they wanted to answer the question they would raise their hands
with excitement.
*Instruction Question 6: Are there any students isolated from the rest of the class for any
reason? Why?
No none of the students were isolated from the others. The teacher would call on each and
every student to answers the questions. The teacher treated all the students equally.

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

explain.
Yes, the time was managed efficiently. The teacher made it enough time for the students to
leave to go back to their normal classes. All the lessons were planned out and done in a timely
fashion.
Instruction Question 8: How does the cooperating teacher handle transitions from one
subject or period to another, and are these transitions effective?
How the teacher handle transitioned to a different subject was the teacher had time between
switching of subjects to get everything together. The teacher had the lesson already planned
out for the day.
*Instruction Question 9: List ways that the teacher attempts any “attention getting”
commands? (Ex: Countdown, Light flicker, Heads on Desk) How effective are they?
The teacher got the attention of the students by at first talking to them. If they did not listen,
then the teacher would raise her voice to get their attention. The students were well behaved
and they teacher did not really have to get their attention again.
*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.
Specific behavior issues that the teacher had to deal with was learning disabilities. All the
students had one, so the teacher had to find a way to teach them in a different way than
normal teachers would. Other behavior issues was some of the students had a hard time
focusing.
*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.
If the students did not finish their homework they did not have schedule time in the next class
following. The teacher has a couple days out of the month for the students to work on any
assignments that they can do. There is a pink sheet that a student has to fill out and get a
parent to sign to show the parents that they misbehaving in class.
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.
The building was well kept up. The fencing was all not broken are anything. The landscaping
was kept up. The parking lot was well painted. The crosswalks were well painted. They had a
crossing guard at every crosswalk to make sure the students got to school safe. The signs
were all way painted, not chipped or looking bad.
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.
The hallways were clean and kept up. The classrooms were all decorated by the teachers. The
lighting was bright enough and no lights were out. There were not many windows, but the ones
that they did have you can tell it was cleaned well. The hall colors were a soft light blue and not
bright. The entrance security was a person would sign in and get an approval from a staff
member. Then they would click a button to unlock the door and let a person in.
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.
The schools mission statement is Our mission at Martha P. King Elementary School will be to
develop independent, secure individuals capable of adapting productivity to an everchanging
world. We will teach essential skills and promote a personal lifelong love of learning. The motto
is Be Positive, Productive, and Proud. The mascot is a cobra.
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 was all nice and welcoming. The faculty interaction between each other there was no
bad interactions between each other. No one hated each other and they would talk about the
students they had to each other.
3. Observe student-to-student interactions, inside and outside the building.

Observe where students gather to socialize – lunchroom, halls, playground, etc.
The student-to-student interaction was the students would stick with their friends. When the
students were in the hallway they did not talk because that is the rule. On the playground and
in the lunchroom they would only interact with the ones that they were close with.

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.
The community is very involved with the surrounding schools. They help out with what they
can. They have extracurricular activities that the student has open to them. There is not any
athletics, but the students have P.E. twice a week.
C. Culture of the Classroom: Each classroom has its own culture and way of life.
*1. Look for teacher(s) expectations for learning and success, interactions with students, and
his/her personality.
The teacher interactions with the students the teacher was nice to the students. The teacher
wants the students to learn so she makes sure the students are understanding what is being
taught to him.
*2. Evaluate the interactions between teachers and students, rapport, cohesiveness,
distribution of power, tone, frequency and reinforcements. Who participates? Who does not?
The teacher was rapport with all the students. The teacher made sure distribution of power that
the teacher had the power. The tone was a nice tone until the students were not behaving. The
teacher made sure the rules were enforced. All the students participated because the teacher
made them.
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?
The primary reason for becoming a teacher came to me after working as an instructional
assistant for several years.
Interview Question 2: What is the main challenge(s) you face as a teacher?
One of the main challenges of being a teacher is the lack of consistency with curriculum across
the district.
Interview Question 3: What is the best part(s) of being a teacher?

I am a Resource Room teacher; I am working with small groups that are all about the same
level. I usually will have an informal assessment after spending time on a skill to determine if
there needs to be reteaching, or if we can move on.
Interview Question 4: Beyond standardized testing, what assessments do you use regularly?
How do assessment results determine flexible grouping?
As a Special Education teacher we are required to provide progress reports through Infinite
Campus quarterly.
Interview Question 5: What requirements are placed on you for reporting progress to
parents?
Each student has an annual IEP meeting where parents and the team discuss educational
progress. I provide parents with a welcome letter with my information asking for their contact
information. I inform parents that I am available anytime to discuss their child.
Interview Question 6: Describe the interaction and discussion you have with a student’s
parents?
Most of the discussions I have with parents is regarding workload/expectation from General
Education classes for Special Education students.
Interview Question 7: What type of discussions do you typically have with parents?
I assign homework weekly, it is not graded. Students that have core subjects in the Resource
Room (Reading, Written Expression, Math) receive “W” on their report card.
Interview Question 8: How much grading do you complete on a daily/weekly basis?
I will usually spend about 1-2 hours a week planning for instruction.
Interview Question 9: How much time does it take to prepare lessons for the day/week?
To maximize instructional time I have a consistent routine with very little time for transition
between activities/instruction.
*Interview Question 10: What procedures or strategies do you use to maximize instructional
time?
What I have found to be most effective for behavior is a “Think-Time” sheet. Students have to
fill in what the infraction was (talking out, disrespectful behavior to peer/adult, work refusal,
disrupting instruction…..), what the replacement behavior should have been, signed by
student, teacher, and parent. I make them fill it out, and they have to return it to me the next
day. I have not had to implement this more than once with a student.
*Interview Question 11: What positive reinforcement programs and behavioral consequences
seem most effective with students?
With Special Education students Specialist teachers are involved with instructional planning
based on accommodations/modifications that may be utilized in that setting.
Interview Question 12: How are specialist teachers involved in the instructional planning
process?
Evaluations are done yearly, with several observations taken to assess performance. One tool
that is used is the Student Learning Goal (SLG) and the Professional Practice Goal (PPG)
forms. Teachers have to identify the area they want to see improvement in and how they will
accomplish that. Administrators use this as input for the evaluation.
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 not sure of consequences for unfavorable evaluations. I believe if you have 3

consecutive evaluations with poor performance I believe you can be terminated or denied the
opportunity to return.
Interview Question 14: What consequences are there if your evaluation is not favorable?
I am not sure of consequences for unfavorable evaluations. I believe if you have 3

consecutive evaluations with poor performance I believe you can be terminated or denied the
opportunity to return.
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?
Our school does several fundraisers throughout the school year. Monies are used for
materials, field trips, and activities. Our school has been fortunate enough to have many
parents and local businesses donate time and money to our school.
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:

The interaction between the students was equal for the most part. The teacher made sure that
every student got the chance to answer. The teacher made sure that the students were
interacted with the subject that they were being taught.
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:
Is there a certain thing that you look for in a teacher?
What certain requirements are there to becoming a teacher at your school?

What do you make sure a teacher qualification is?
Is it hard for a new teacher to get hired at your school?
What should do as a new teacher being hired in the school districts?
______________________________________________________________________
Interviewed school administrator’s name/title: There was not any time to ask
the principle these questions.
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 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?
The students were more behaved in these classes because it is something different
than learning math or reading.
2. Does any student seem to have a particular talent? Describe.
It looked like these students were equal to the other students.
3. What is the curriculum like in comparison to the regular education (cooperating

teacher’s) class?
The curriculum is different because when they are in P.E. they have a couple of weeks
doing one activity like basketball.
4. Describe the specialist teacher’s instructional style.
The instructional style is they just make sure they are participating.
5. What different strategies do you notice this teacher using that are successful?
Different strategies is having the students participate and not seeing if they are doing it
right or wrong.
6. What are the challenges the specialist teacher has to deal with?
A challenge is teaching these students to focus and paying attention to them. The
students think it's just a fun class.
7. How are student needs being met?
The students' needs are being met by letting the students have fun.
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?
No there was no social differences because in the gate classes the students are as
social as the students in the regular classes.
2. What is the curriculum like in comparison to the regular education class?
The curriculum is in a faster pace because the students are faster learners.
3. Describe the GATE/AP teacher’s instructional style.
The instructional style is teaching the students in a faster pace, so the teacher does not
stay on the same subject very long.
4. Would you rather be in this class or the regular education class? Why?
I would rather be in a regular class because GATE is a faster pace and I would rather
learn at a normal pace.
The students' needs were being met letting the students who can learn at a faster pace
can do so.
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 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?
The social academic is a lot different because they are isolated for most of the day. With
their disabilities they cannot interact with other students as well.
2. What is the curriculum like in comparison to the regular education class?
The curriculum is a lot slower and is a very lower grade level then what they actually
are.
3. Describe the SPED teacher’s instructional style.
The instructional style is a lot more hands on activities.
4. What are the challenges these students possess?
The challenges that they learn at a lot lower grade level than they actually are.
The students' needs are being met by letting the students have the ability to learn.
6. CSN EDU 203 students ask if you could attend an IEP meeting if possible.
There was no IEP meetings scheduled.
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 in the lesson, and
what you uncovered about putting yourself in a lesson from the student’s point of view.
(You may print and submit a hand written summary or electronically submit a one-page
document.)
In the 4th grade math class this student has ADHD. She had a hard time staying still. They
were watching a math video to understand what was happening. She started doing her hair
because her ADHD was kicking in and it made her start doing her hair. She did her hair
multiple times. She was still paying attention because she understood the lesson plan. The
teacher would call on her to answer the question and she knew the answer. This student is in
4th grade and still has a hard time with multiplication facts. She was not the only student who
was not good at their math facts. The teacher helps the students, but gives them enough time
to answer the questions. If the student got the answer wrong the teacher, then would give her
a hint to help her. The teacher would never give the teacher the students the answer. The
students were working on word problems. They had to use different properties to get the
answer. They did a worksheet after that to help them understand what they were doing. The
student was on task for most of the lesson. A child with ADHD it is hard for the student to focus
all the time. I realized that the student had ADHD because the way she acted to her peers and
the way she was engaging with the lesson plan. She was always doing something else, but
she was understanding the information that was given to her. If I was in the student's point of
view, then I would probably do the same thing she was doing. If I had ADHD then I would be
moving around, but focusing on the subject. It hard with anybody with a learning disability to
learn.
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: Hunter Spragno
Date Submitted: December 9, 2017
Throughout the time being at my 10-hour field observation I learned a lot. I learned that the
teachers have to go through a lot to teach these students with disabilities. The teachers have
to teach the same things over and over again. They have to do this because it is harder for the
students to learn. They all have different learning disabilities. It is hard for the teacher to get
some of the student's attention. With their disabilities it is hard for the teacher to accommodate
the lessons for each student's disabilities. I think that the teacher did an excellent job at
teaching the students with their disabilities. The teacher had everything done efficiently and in
a timely manner. The teacher never went off topic and made sure that the students were
getting the best education that they need. The students were excited to come to class. They
would show up from their regular class and they would come in and sit in their assigned seats.
The students then got ready for the lesson that they were about to learn. I learned that the
different teaching styles that can be used to teach students with learning disabilities. When I
observed the other special education class. The learning styles were a lot different because
the student's disabilities were more advanced than the other class. The teacher had to make
the lesson plans a lot of easier than the other class. The student's disabilities were a couple
grade levels lower than the actual grades they were in. The teacher told me a little background
on each student and why they had the disabilities that they had. Some of the students were
neglected. It is hard for them to learn when they missed some education in their lives. The
learning styles were a lot more hands on in this class. The set-up of the room was more like a
student would be at home. The teacher had to make sure that the students felt comfortable in
the class because it is hard for them to learn. When I went into the other classes it helped me
realize the different teaching styles that are out there. The different types of special education
helped me see that there is different types of special needs that needs to be met and how the
different teachers deal with what they are given.

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 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).
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 Packet

Greetings Future Educator,

Student’s Name: Hunter Spragno CSN Course: Edu 203

CSN Professor: Vicki L. Rieger M.Ed. Professor’s email: Rieger@csn.edu

CCSD School: Martha P. King Elementary School Cooperating Teacher: Krystalline

BEFORE ARRIVING ON THE FIRST DAY...

IMPORTANT NOTE: INITIAL SCHOOL VISIT…

UPON ARRIVAL THE FIRST DAY…

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

© CSN Education Department, Las Vegas, Nevada 2015 2

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

© CSN Education Department, Las Vegas, Nevada 2015 3

Desk Desk Desk Desk

© CSN Education Department, Las Vegas, Nevada 2015 4

© CSN Education Department, Las Vegas, Nevada 2015 5

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

© CSN Education Department, Las Vegas, Nevada 2015 6

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

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

© CSN Education Department, Las Vegas, Nevada 2015 7

COOPERATING TEACHER INTERVIEW: Complete the questions below by interviewing your

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?

© CSN Education Department, Las Vegas, Nevada 2015 8

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

I am not sure of consequences for unfavorable evaluations. I believe if you have 3

I am not sure of consequences for unfavorable evaluations. I believe if you have 3

© CSN Education Department, Las Vegas, Nevada 2015 10

*Summarize your Classroom Interactions data from above:

ADMINITSTRATOR INTERVIEW QUESTIONS: IF YOU HAD AN INTERVIEW WITH AN

CSN Student Created Open Ended Question # 1 for Administrator:

Is there a certain thing that you look for in a teacher?

CSN Student Created Open Ended Question # 2 for Administrator:

What certain requirements are there to becoming a teacher at your school?

CSN Student Created Open Ended Question # 3 for Administrator:

What do you make sure a teacher qualification is?

CSN Student Created Open Ended Question # 4 for Administrator:

Is it hard for a new teacher to get hired at your school?

CSN Student Created Open Ended Question # 5 for Administrator:

What should do as a new teacher being hired in the school districts?

SPECIALIST CLASSROOM OBSERVATION: This is optional: Remember… some schools do not

1. Do the students participate or behave differently in these classes in comparison to

2. Does any student seem to have a particular talent? Describe.

It looked like these students were equal to the other students.

3. What is the curriculum like in comparison to the regular education (cooperating

4. Describe the specialist teacher’s instructional style.

7. How are student needs being met?

2. What is the curriculum like in comparison to the regular education class?

3. Describe the GATE/AP teacher’s instructional style.

5. How are student needs being met?

2. What is the curriculum like in comparison to the regular education class?

3. Describe the SPED teacher’s instructional style.

The instructional style is a lot more hands on activities.

4. What are the challenges these students possess?

5. How are student needs being met?

There was no IEP meetings scheduled.

OBSERVING A STUDENT: Discretely observe one student during an extended period of

EDU 203 Special Education Course Summary

Student Name: Hunter Spragno

Date Submitted: December 9, 2017

© CSN Education Department, Las Vegas, Nevada 2015 15

STUDENT IMPORTANT NOTE: