Fieldwork: EDU 543

Integrating Visual/Performing Arts and Physical Education into the Elementary Classroom
California Baptist University School of Education
General Overview and Procedures
1. The fieldwork experience in EDU 543 is designed to give candidates opportunities to observe and participate in
theoretically based instructional practices in a diverse school population. Candidates are required to complete two hours
of observation and one hour of teacher aiding experiences in both physical education and visual and performing arts.
Information on schools with before /after school tutoring opportunities will be provided. Each candidate will submit a
notebook/folder containing the observation reports and fieldwork activities to professor as well as post fieldwork in Live
Text portfolio class section (add a new section in portfolio if it is not there)
2. All observation hours must be verified on the log of hours and a satisfactory report of performance must be submitted on
the fieldwork evaluation forms before a grade for this class will be given.
3. This fieldwork is usually done in a public school. However, in this course a candidate can choose to do fieldwork in a
private WASC or ACSI accredited school.
Log of Observation Hours Form: Candidates are to have their observation and teacher aiding hours verified on the CBU
Observation Log form by the Field Supervisor.
Evaluation Form: Candidates are to have the Field Supervisors complete the CBU Field Supervisor Evaluation of Teacher
Candidate form. One evaluation form completed by the Field Supervisor at each placement is sufficient.
Final Submission of Fieldwork: The observation forms and fieldwork activities will be submitted in a pocket folder with
brads to hold the papers in order. Proper course documentation must be on the front of the pocket folder and a cover sheet
inside with the course information and date.

The Log of hours and the Evaluation forms are to be placed in the pocket of the folder and not in the brads because these
two forms will eventually be placed in your professional file.
An e-copy of the fieldwork activities must be attached in the EDU 543 Integrating Visual/Performing Arts and
Physical Education into the Elementary Classroom section of your portfolio. The Log and Evaluation forms will be
scanned into a PDF document and also attached in the EDU 543 section of your portfolio in Live Text.

PROFESSIONAL BEHAVIOR
Please remember that this fieldwork is part of your professional preparation and provides a wide range of educational
experiences among different age groups. It is important to keep professional behavior in mind as you begin your fieldwork.
The list below includes several points to keep in mind:
1. Be careful about your appearance, behaviors, attitudes, confidentiality, and professionalism. Use only the bathrooms
for adults/teachers not those for students.
2. Follow all school rules and dress codes which are posted on-line for most schools (or in school office).
3. Do not assume any supervision or discipline responsibilities. You are not an official substitute and have no legal
covering beyond classroom observations.
4. Be your BEST! Negative memories linger! You may be interviewing for a job in the future with the same
professional educators you work with during this fieldwork experience.

Fieldwork Activity Information and Forms

Fieldwork Background Information:
Readings: You will be looking for information concerning instruction and assessment in each of the observation areas. In
order to be fully prepared please read the appropriate Framework chapters for each content area.
Activities: Read the directions carefully and use the forms below to guide your responses. Where there is no form just type
as a regular document.
Forms: There are three forms. The key is to take extensive notes during the observation so that you can use the information
you have gathered to complete the post-observation activities.
TPEs: The full TPE document will be posted in Blackboard (or can be downloaded from the CA Ed. www site). Please bring
a printed copy of the TPE document to your observation. As you are writing your observation notes include specific elements
of the TPE that are appropriate for the information needed for completing your fieldwork tasks. Note TPEs 2,4,5,6,7,9,10 and
select an element of three TPEs to discuss in your TPE Reflective Activity reports described in this packet.
TPAs: The TPAs are in your BB classes. Please download and begin to apply what you are learning in this fieldwork to
answering the questions (especially concerning getting to know your students).

EDU 543 Lesson Plan Observation Reports VAPA

This report form will expand to accommodate your detailed reports if done on computer. If done by hand, make
extra copies to accommodate the handwritten reports.
Name:Megan Sherrick Date: 10-20-2015

School: St. James

Standards: Dance 1.1, 1.2, 1.3, 2.3, 2.4

Integration with other content areas: PE: 1.1-1.4

Instructional/Assessment Strategies: What did the

teacher do? List

Student Activities: What did the students do? List

The students were learning a dance for an upcoming

school performance. The teacher observed the students
doing the dance and gave corrections/further
instructions as needed.

Grade: 1

Teacher: Camile Lara

The students were practicing their dance for the school

performance.

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
1. Developmentally appropriate (state what and why for each area)
Yes this was developmentally appropriate because it was a dance that was done at their ability/cognitive level, as well as it
was in line with the framework standard.
Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your
insights as an observer? Provide reference to the Framework/other resource documents for your ideas.
I dont feel like much should have gone different. This may be partly because I choreographed and taught them the dance, so
when the teacher or students were struggling to remember parts I was there to help. However I feel that if I were not there it
would have been beneficial for the teacher to record the dance as a point of reference.

EDU 543 Lesson Plan Observation Reports PE

This report form will expand to accommodate your detailed reports if done on computer. If done by hand, make

extra copies to accommodate the handwritten reports.

Name:Megan Sherrick Date: 11-5-2015

School: St. James

Grade: K

Teacher: Maria Garcia

Standards: 1.1-1.4, 3.1, 4.1

Integration with other content areas: (ex. PE Framework p. 204)

Religion

Instructional/Assessment Strategies: What did the

teacher do? List

Student Activities: What did the students do? List

This lesson connected with a religion lesson about St.

George. The teacher worked with the students over
various days to make sure they understood how to move
together as a group.

The students first had to work on communicating with each other

on where to move as one unit. She had the class first start in pairs,
then 2 pairs joined, then 4 quads joined and so on. She had
groups join once she knew they had figured out how to move
together.

Then on the final day she had the students recreate

the battle between St. George and the dragon.

The students were split up into 5 groups: Head, tail, wings and
body.

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
1. Developmentally appropriate (state what and why for each area)
Yes and no. This did align with the spatial awareness component of the PE framework, however it did seem like an activity
that would have been better suited for later in the year.
Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your
insights as an observer? Provide reference to the Framework/other resource documents for your ideas.
I would do this lesson later in the year. I would have also provided more structure to the lesson. There were times that the
students seemed confused by the amount of freedom that they were given.

EdTPA Handbook
EdTPA : Handbook
Download Handbook and read all of the Tasks. Take notes during fieldwork in areas that apply.

EdTPA Resource: Making Good Choices

Download Making Good Choices and read and take notes as needed.

EDU 543 Teacher Aiding /Fieldwork Activities

List and provide a brief explanation/description of your Teacher Aiding types of activities that you may have engaged in during your
fieldwork experience for this course. Activities that provide support for the Field Supervisor Teacher as well as those activities

dealing directly with students should be included.

Examples:
-Teach all/part of a lesson prepared/supervised by Field Supervisor
-Prepare materials for a lesson taught by Field Supervisor
-Work with a small group on developing particular skills
Teacher Aiding
Activity Type

Grade level
Teacher/School

Description of Activity

VAPA

1st grade St James

School

The students were putting on a performance for parents and school families at a
school celebration. I choreographed and taught them a dance to the Jackson 5
version of Rockin Robin. This instruction lasted 5 hour long lessons. I taught the
students the dance for the first 2.5 hours worth of lessons, then the teacher took over
to review and practice the dance with the students.

8th grade St.

James School

Prepared and taught a simple yoga lesson (inline with the flexibility PE component
on the framework) The poses taught included:

Taught Students
Dance for Family
Fun Night
PE
Taught a Yoga
class.

Mountian, Downward Dog, Warrior series, Tree, Bridge, Triangle, seated twist,
Cobra, Upward facing dog, Pigeon, Childs pose.

Getting to know your students

First: Read TPA 1 and 2 and look for case studies and the types of information they gathered or expected
you use. Work backwards and unpack the elements needed for sufficient and detailed information needed.

Next Practice: Use the sample below to practice gathering information.

Getting to know your students: What questions can you ask to get the information in this case study? Turn each statement into a question and
provide a source (person) you could ask to get this information.
Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single mother, two younger brothers, and a baby sister. His
mother works long hours and is often not home when he returns from school. His extended family in the United States includes one aunt and two grown
cousins and his grandparents. Chans family immigrated to the United States two years ago. His written Cambodian language is mostly forgotten, but he
is to communicate with his family orally.
Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan is a happy and social boy who
enjoys friends. He is well liked and works well in small groups. He is seldom or never absent from school. The CELDT results indicate an overall score
in the beginner to early intermediate range, and he has been identified as an English learner.
Question 1: How old is Chan?

Who would you ask? Or what source would you check?

2. What grade is Chan in?

Data Binder

3. Where is Chan from?

School Records

4. How long has Chan been in the US?

School Records: students visa

5. What is his home language?

School Records

6. What are all the languages he speaks?

School Records, Possible interview

7. What level of fluency does he have in these languages?

Cambodian: Interview-----English: School Records/test scores

8. Who is his legal guardian?

School Records

9. Who lives in his home?

Interview with English speaking family. (Does mom speak English?)

10. What does mom do for a living?

Interview with English speaking family.

Next: Do the following.

Use this method and describe a student you have observed during your fieldwork observation time. Use the questions you generated above and
now describe a student in your observation class.
Describe ELD student (or other student with a different learning challenge).
Question 1: How old is Oasis?

Who would you ask? Or what source would you check?

2. What grade is Oasis in?

Talk to the teacher/Cum file

3. Does Oasis have a diagnosed speech delay?

Cum file

4. What where Oasiss challenges last year?

Previous teacher/DATA binder

5. What motivates Oasis?

Parents

6. What are his strengths?

Parents/former teacher/Work portfolio

7. Where does Oasis need the most support?

Parents/former teacher/Work portfolio/data binder

8. How is Oasis doing socially?

Teacher

9. What is his home life like?

Parents

10. What are his work habits at home?

Parents

Finally: Help yourself become proficient at this task.

Download several Interest Surveys: Google interest surveys for elementary students and get ideas. Arts and PE are great
areas of the curriculum to learn more about the interests and attitudes of your students and helps you plan other content area
lessons.

Develop you own interest survey geared for the content areas of VAPA and PE. Include your survey with
this section of the fieldwork:

********************************************************************************************

TPE 3: Interpretation and Use of Assessments

Candidates for a Teaching Credential understand and use a variety of informal and formal, as well as formative and summative assessments, to determine
students progress and plan instruction. They know about and can appropriately implement the state-adopted student assessment program. Candidates
understand the purposes and uses of different types of diagnostic instruments, including entry level, progress-monitoring and summative assessments.
They use multiple measures, including information from families, to assess student knowledge, skills, and behaviors. They know when and how to use
specialized assessments based on students 'needs. Candidates know about and can appropriately use informal classroom assessments and analyze student
work. They teach students how to use self-assessment strategies. Candidates provide guidance and time for students to practice these strategies.
Candidates understand how to familiarize students with the format of standardized tests. They know how to appropriately administer standardized tests,
including when to make accommodations for students with special needs. They know how to accurately interpret assessment results of individuals and
groups in order to develop and modify instruction. Candidates interpret assessment data to identify the level of proficiency of English language learners
in English as well as in the students primary language. They give students specific, timely feedback on their learning, and maintain accurate records
summarizing student achievement. They are able to explain, to students and to their families, student academic and behavioral strengths, areas for
academic growth, promotion and retention policies, and how a grade or progress report is derived. Candidates can clearly explain to families how to help
students achieve the curriculum.

C.

ENGAGING AND SUPPORTING STUDENTS IN LEARNING

TPE 4: Making Content Accessible

Candidates for Teaching Credentials incorporate specific strategies, teaching/instructional activities, procedures and experiences that address stateadopted academic content standards for students in order to provide a balanced and comprehensive curriculum. They use instructional materials to
reinforce state-adopted academic content standards for students and they prioritize and sequence essential skills and strategies in a logical, coherent
manner relative to students' current level of achievement. They vary instructional strategies according to purpose and lesson content. To meet student
academic learning needs, candidates explain content clearly and reinforce content in multiple ways, such as the use of written and oral presentation,
manipulatives, physical models, visual and performing arts, diagrams, non-verbal communication, and computer technology. They provide opportunities
and adequate time for students to practice and apply what they have learned. They distinguish between conversational and academic language, and
develop student skills in using and understanding academic language. They teach students strategies to read and comprehend a variety of texts and a
variety of information sources, in the subject(s) taught. They model active listening in the classroom. Candidates encourage student creativity and
imagination. They motivate students and encourage student effort. When students do not understand content, they take additional steps to foster access
and comprehension for all learners. Candidates balance instruction by adjusting lesson designs relative to students current level of achievement.
TPE 7: Teaching English Learners

Candidates for a Teaching Credential know and can apply pedagogical theories, principles and instructional practices for comprehensive instruction of
English Learners. They know and can apply theories, principles and instructional practices for English Language Development leading to comprehensive
literacy in English. They are familiar with the philosophy, design, goals and characteristics of programs for English language development, including
structured English immersion. They implement an instructional program that facilitates English language development, including reading, writing,
listening and speaking skills, that logically progresses to the grade level reading/language arts program for English speakers. They draw upon
information about students backgrounds and prior learning, including students' assessed levels of literacy in English and their first languages, as well as
their proficiency in English, to provide instruction differentiated to students language abilities. They understand how and when to collaborate with
specialists and para-educators to support English language development. Based on appropriate assessment information, candidates select instructional
materials and strategies, including activities in the area of visual and performing arts, to develop students abilities to comprehend and produce English.
They use English that extends students current level of development yet is still comprehensible. They know how to analyze student errors in oral and
written language in order to understand how to plan differentiated instruction. Candidates for a Teaching Credential know and apply pedagogical
theories, principles and practices for the development of academic language, comprehension and knowledge in the subjects of the core curriculum. They
use systematic instructional strategies, including contextualizing key concepts, to make grade-appropriate or advanced curriculum content
comprehensible to English learners. They allow students to express meaning in a variety of ways, including in their first language, and, if available,
manage first language support such as para-educators, peers, and books.1 They use questioning strategies that model or represent familiar English
grammatical constructions. They make learning strategies explicit.

TPE 9: Instructional Planning

Teachers are not expected to speak the students primary language, unless they hold an appropriate credential and teach in
a bilingual classroom. The expectation is that they understand how to use available resources in the primary language,
including students primary language skills, to support their learning of English and curriculum content.
1

Candidates understand how cognitive, pedagogical and individual factors affect students language acquisition. They take these factors into
account in planning instruction.
Candidates for a Teaching Credential plan instruction that is comprehensive in relation to the subject matter to be taught and in accordance with stateadopted academic content standards for students. They establish clear long-term and short-term goals for student learning, based on state and local
standards for student achievement as well as on students current levels of achievement. They use explicit teaching methods such as direct instruction
and inquiry to help students meet or exceed grade level expectations. They plan how to explain content clearly and make abstract concepts concrete and
meaningful. They understand the purposes, strengths and limitations of a variety of instructional strategies, including examining student work, and they
improve their successive uses of the strategies based on experience and reflection. They sequence instruction so the content to be taught connects to
preceding and subsequent content. In planning lessons, they select or adapt instructional strategies, grouping strategies, and instructional material to meet
student learning goals and needs. Candidates connect the content to be learned with students linguistic and cultural backgrounds, experiences, interests,
and developmental learning needs to ensure that instruction is comprehensible and meaningful. To accommodate varied student needs, they plan
differentiated instruction. When support personnel, such as aides and volunteers are available, they plan how to use them to help students reach
instructional goals.