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.
edTPA: The edTPA tasks are in the edTPA Handbook. Please download and begin to apply what you are learning in this
fieldwork to answering the questions (especially concerning the context for learning).

EDU 543 Lesson Plan Observation Report: 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: Matthew Chelette

Date: 9-13-16 School: Kennedy Elementary Grade: K Teacher: Mrs.

Chelette

Standards: Standard 1

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

204)

PE 1.1 Travel within a large group without bumping

into others or falling while using locomotor skills.
History/Social Science K.4.1 Determine the relative
PE 1.16 Perform locomotor and nonlocomotor
movements to a steady beat.
Standard 3

locations of objects using the terms near/far, left/right, and

behind in/front.

PE 3.5 Stretch shoulders, legs, arms, and back

without bouncing.
Instructional/Assessment Strategies: What did the teacher
do? List

Mrs. Chelette assessed the students strengths as

this was the beginning of the school year and she
was just getting to know her students. She found a
game that would emphasize what students could do
this early in the school year and integrated
standards she could teach them in the game. The
game was played several times in order to establish
consistency and memorization in her students.

Student Activities: What did the students do? List

Before beginning the game, students held hands and formed

a large circle. Mrs. Chelette was in the middle of the circle.
She led them in stretches. They stretched their arms and
shoulders with small and large circular motions. They
stretched their legs with forward lunge motions, and their
backs with twisted around from side to side.
Mrs. Chelette explained to the students that they were going
to play a game called Red Light, Green Light. All the
students lined up in a horizontal line facing Mrs. Chelette. In
the first round, the students had to walk when Mrs. Chelette
called out green light. When she said red light they had
to stop immediately. When she said yellow light they had
to slow down. When the first round was over, she explained
that they would be hopping when she said green light. In
the third round, she told them, they would be skipping when
she said green light. On their fourth round, they were to
hop. They played several rounds like this changing the
motion during green light.
During another observation, Mrs. Chelettes class played the
same game, however this time she changed it a bit. She used
direction words this time. During green light, students had
to walk backwards during one round. For other rounds, she
changed it to students having to walk to their left, right,
forward, and backwards.

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
These strategies are appropriate for this class because students are meeting some of the kindergarten PE standards.
Students are able to get out of the classroom and have fun in a safe and structured environment. These strategies
also allowed for students to understand how to follow directions which is a fundamental part of school.
Kindergarteners also need a lot of repetition so the teacher repeating the game was appropriate and good for them.

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.
Some changes I would make to this lesson is having students count aloud as they did their warm up exercises. I
would have had them name the shape they were making while forming the circle for warm up exercises. I would
also have had them jump as far as they could during the Red Light, Green Light game as one of the green light
activities. Jumping is one of the options for the kindergarten standard 1.6.

edTPA 2016 Handbook

edTPA 2016 : Handbook
1. Download Handbook and read all of the Tasks. Take notes during fieldwork in areas that apply.
2. Fill out the Literacy Context for Learning Information form found in the edTPA handbook (p.55) for
the class you are observing. The context for learning in for literacy which will apply to VAPA and PE.
Think about the vocabulary and other literacy needs for lessons in these subject areas as you
complete the task.

TPE (2016)
Download TPE 2016 for Multiple Subjects only. This document will guide your fieldwork and your edTPA
preparation.

Elementary Literacy Context for Learning Information

Use the Context for Learning Information to supply information about your school/classroom
context.

About the School Where You Are Teaching

1. In what type of school do you teach? (Type an X next to the appropriate description; if
other applies, provide a brief description.)
Elementary school: __X___
Middle school: _____
Other (please describe): _____
2. Where is the school where you are teaching located? (Type an X next to the appropriate
description.)1
City: __X___
Suburb: _____
Town: _____
Rural: _____
3. List any special features of your school or classroom setting (e.g., charter, coteaching,
themed magnet, intervention or other leveled small group instruction, classroom aide,
bilingual, team taught with a special education teacher) that will affect your teaching in
this learning segment.

This student has a full time nurse there at school. Numerous times throughout the day,
she has to leave to go get things changed and to take her medicine. This affects
teaching this student because she isnt present during some of the instruction time. It is
also distracting to the class as she has to be called on to leave the classroom.

4. Describe any district, school, or cooperating teacher requirements or expectations that

might affect your planning or delivery of instruction, such as required curricula, pacing
plan, use of specific instructional strategies, or standardized tests.

The pacing guide helps in planning instruction, but it also affects it because sometimes
students arent ready to move on to the next phase but then a teacher will feel behind in
the instruction.

About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?
About 2 hours
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects
your class.
Yes, students are grouped by ability to pronounce sounds of letters and first
sound of words. This affects the book levels students can read.

If you need guidance when making a selection, reference the NCES locale category definitions (https://nces.ed.gov/surveys/ruraled/definitions.asp) or

consult with your placement school administrator.

3. Identify any textbook or instructional program you primarily use for literacy instruction. If
a textbook, please provide the title, publisher, and date of publication.
They use Treasure for grades K-2 by Houghton Mifflin. It was purchased in 2012.
4. List other resources (e.g., electronic whiteboard, classroom library or other text sets,
online professional resources) you use for literacy instruction in this class.
White boards, leveled books, big books, read alouds, and reading A-Z.

About the Students in the Class Featured in this Learning Segment

1. Grade level(s): ______K_________________________
2. Number of

students in the class: ___26__

males: __13___ females: __13___

3. Complete the charts below to summarize required or needed supports, accommodations, or

modifications for your students that will affect your literacy instruction in this learning
segment. As needed, consult with your cooperating teacher to complete the charts. Some
rows have been completed in italics as examples. Use as many rows as you need.
Consider the variety of learners in your class who may require
different strategies/supports or accommodations/modifications to
instruction or assessment. For example, students

With Individualized Education Programs (IEPs) or 504 plans

With specific language needs
Needing greater challenge or support
Who struggle with reading
Who are underperforming students or have gaps in academic
knowledge
For Literacy Assessment Task 3, you will choose work samples from 3
focus students. At least one of these students must have a specified
learning need. Note: California candidates must include one focus
student who is an English language learner. 2

Students with IEPs/504 Plans

IEPs/504 Plans:
Classifications/Needs
Medical Needs

Number of Supports, Accommodations,

Students Modifications, Pertinent IEP Goals
1

Allow for classroom interruptions to

tend to her medical needs. Show

California candidatesIf you do not have any English language learners, select a student who is challenged by academic English.

her picture cards with the words

hop, jump, skip, and run so she
knows what those actions look like.
Students with Specific Language Needs
Language Needs

Number of Supports, Accommodations,

Students
Modifications

There are no students in

this class that have
English as a second
language.
Students with Other Learning Needs
Other Learning Needs

Number of Supports, Accommodations,

Students
Modifications

Struggling readers

Small group instruction using the

Green Bell Award winning program
K-2 institute. This program includes
leveled books, phonemic awareness
practice, letter sounds, and writing
letters in a variety of ways.

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

Instruction

I was able to call out, red light, green light, yellow light to students during the game for
a few rounds.

Instruction

I was able to help them get in their horizontal line at the beginning of the game.

Instruction

I led some of the warm-up activities.

Getting to know your students

Next: Do the following.
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.

Jane is a 5 year old girl in Kindergarten who has had a liver transplant and has a full time nurse there at school. She is limited to her physical activity due
to her condition. She is a happy girl who tries to do some physical things like walking, running, jumping, and hopping. She does have to leave the
classroom or an activity at times for things she has to do with the nurse.
*** This Students real name has been changed for Privacy***

1: How old is Jane? Jane is 5 years old

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

Learned from the student

2. What grade is Jane in? Jane is in Kindergarten

Learned from the student

3 What do you like to play at recess? I like to run around.

Learned from the student

4 What do you like to do in class? I like to color.

Learned from the student

5 What is your favorite color? Purple

Learned from the student

6 What is your favorite snack? Crackers

Learned from the student

7 What do you like to do at home? I like to play.

Learned from the student

8 Do you like to learn? Yes

Learned from the student

9 Who are your friends? My friends are Kiki, Cayla, Carla

Learned from the student

10 Do you like to read? Yes

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 your own interest survey geared for the content areas of VAPA and PE. Include your survey with
this section of the fieldwork:
Student Interest Inventory How much do you really know about your childs interests? Try to answer these
questions the way you think your child might have responded during the first week of school.
1. My best friend(s) is (are)
________________________________________________________________________________
2. I would like my room to be the color ________________________________________________
3. In my spare time, I ______________________________________________________________
4. I get embarrassed the most when ___________________________________________________
5. My favorite sport (to play) is ______________________________________________________
6. My favorite kind of music (or group) is ______________________________________________
7. The person outside of my family who has influenced me the most is ________________________________
because __________________________________________
8. My favorite subject in school is ________________________________________________________
9. My least favorite subject in school is ____________________________________________________
10. The accomplishment that I am most proud of is ___________________________________________

Student Interest Survey

1. The three things that I do best in school are:

1._________________________
2._________________________
3._________________________

2. Some of the things that I would like to work on this year are
___________________________________________________________________________
________________________________________________

3. I would like to learn more about_________________

________________________________________________________________________
________________________________________________________________________

4. Outside of school, my favorite activity is________________________

_______________________________________________________________________

5. My hobbies are___________________________________________
_______________________________________________________________________

6. The clubs, organizations or private lessons that I participate in are ____

_______________________________________________________________________
_______________________________________________________________________

7. My favorite sport is _______________________________________

8. The sports that I play in and out of school are____________________

________________________________________________________
Find more surveys at:
http://www.educationworld.com/a_curr/back-to-school-student-survey-questionnaire.shtml