Ashley Ferl

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
lesson observations (usually about 30 -45 minutes each) in both VAPA and PE. Schools with before /after school
tutoring opportunities would be helpful. Reviewing teaching videos for PE is an acceptable alternative provided if
approved by professor. VAPA lessons are easier to find being taught so you should be able to see lessons in your
observational setting. If not, view the two VAPA teaching videos from Teacher Tube type sources instead of an actual
lesson in a school classroom. Each candidate will submit the observation reports and fieldwork activities by posting
them in your e-Resource Project. The Log and Evaluation reports must be turned it to professor either in class or in
the office to be put in the mailbox of the professor.

2. Fieldwork Teacher Aiding Activity: See format for activities. Two hours for completing the Teacher Aiding
activities (beyond your observation of two lessons in PE and in two lessons in VAPA) is required in an observation
classroom. All hours in the public school classroom must be noted/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.

4. The Log and Evaluation of Fieldwork must be submitted to the professor. For Summer Term classes please submit
the Log and Evaluation in an envelope in the SOE Office to be placed in Professors mail box or bring it to the
Professor’s office during office hours at the end of the semester. One evaluation form and your log signed by the
Field Supervisor is sufficient.

Final Submission of Fieldwork:

 An e-copy of the fieldwork activities must be submitted in class and then attached in the EDU 543 e-Project.
 Log and evaluation forms must be submitted to professor for permanent file.

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. Boundaries: Never give out any personal information to students. Never give your cell phone number or email
address to ANY students.

2. Be careful about your appearance, behaviors, attitudes, confidentiality, and professionalism.

3. Use only the bathrooms for adults/teachers …never those for students. Never touch a student or a student’s
property. Do not take hold of clothing and try to move a student.
 4. Follow all school rules and dress codes which are posted on-line for most schools (or in school office).

5. Do not assume any supervision or discipline responsibilities. You are not an official substitute and have no legal
covering beyond classroom observations.

6. 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.

Observation reports: The key is to take extensive notes during the observation so that you can use the information you
have gathered to complete the lesson reports.

TPEs: The full TPE document will be posted in Blackboard and easily found on the CTC website. Please bring a printed
copy of the TPE document to your observation. As you are writing your observation notes include specific elements of the
TPEs that are appropriate for the information needed for completing your fieldwork tasks.

edTPA: The edTPA tasks assess the TPEs and they 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).
 Hours and Evaluation scanned into document and are the last item in the packet.

CBU Log of Teacher Candidate Fieldwork Experience EDU 543

Candidate Name Course #:______________________________

Date of Time In/Time School and District Grade Level Teacher’s Printed Name and
Observation Out and Total K-12; Sp Ed Signature
Time

SAMPLE 9:00 - 2 : 25 Joyful Elementary, Perfect USD 2nd Mary Jones

1/02/04 11:15 a.m. Mary Jones
 Total Hours for this Page: Total hours_________________ Total Minutes____________

CBU Candidate Signature of Verification __________________________________________________

Candidate (printed name) _______________________________________________________________

Last First Middle

Field Supervisor Evaluation of Teacher Candidate

Teacher Aiding Experience
The CBU Teacher Preparation program is designed to provide a developmental sequence of fieldwork experiences. Prior to the
placement in your classroom, the candidate has completed a rigorous series of observation experiences where the focus was on
matching theory to practice. During the time in your classroom, the candidate will be responsible for completing the range of teacher
aiding activities laid out in the fieldwork packet as well as others you may be able to provide. We need your help in evaluating the
candidate during this time. Your feedback will be combined with other data sources to determine the candidate’s readiness to move
into student teaching. If you have questions or concerns, please call Dr. Timmons at (951) 343-4483.

Thank you in advance for your support of our candidate.

Name of Candidate_________________________________________ Type of Credential_______________________________

The candidate is notifying you that: ____ I waived my right to view the content of this review (please return in sealed envelope)

____ I DO NOT waive my right to view the content of this review

Please use the following scale to evaluate the candidate:

4 – Exhibited the skills, knowledge and abilities consistent with a week one student teacher
3 – Is ready for student teaching but should be carefully monitored during the first few weeks
2 - Needs additional work as a teacher aid before being transitioned into student teaching
1 – Activities in which the candidate did not provide basis for judgment
 1. Can apply State Academic Content Standards to instructional planning 1 2 3 4
2. Can provide support for students’ intellectual, social, and personal development 1 2 3 4
3. Can plan instruction that encourages active student engagement 1 2 3 4
4. Encourages students in small groups to think critically and/or problem solve 1 2 3 4
5. Demonstrated the ability to use different strategies to motivate students during group work 1 2 3 4
6. Used language accurately so that communications were clear and concise 1 2 3 4
7. Can plan small group instruction that is equitable for all learners 1 2 3 4
8. Demonstrated an ability to use informal assessments during group work 1 2 3 4
9. Listened attentively and demonstrated an understanding of what s/he heard 1 2 3 4
10. Demonstrated an ability to interact with adults in a professional manner 1 2 3 4
11. Demonstrated an appropriate level of care and concern for the students 1 2 3 4
12. Demonstrated the characteristics of a professional in dress and timeliness 1 2 3 4
13. Demonstrate an ability to observe details of classroom management and make adjustments 1 2 3 4
14. Writes in a manner that is clear and grammatically correct 1 2 3 4
15. Provides a positive learning tone when working with groups or assisting in the class room 1 2 3 4
16. Appropriately identified and accurately completed tasks that were available 1 2 3 4

Additional Comments:

Evaluator Name________________________________________ Evaluator Signature: ____________________________________

School Name:__________________________________________ School Address:_______________________________________

Grade Level:____________________________ Content Area(s) Observed: _________________________________________

EDU 543 Lesson Plan Observation Reports (Two for VAPA and Two for 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.

For PE you can view the two teaching videos for your observation lessons since PE lessons are hard to find during
some semesters. Write up the Observation Reports for the lessons using the format posted in BB. VAPA lessons
are easier to find than PE lessons so you will likely be able to see VAPA lessons in your observation class. If not
then view the two VAPA videos posted in BB. After school programs are also good sources to find VAPA lessons.
So, you have two choices for your observations which are the videos or the real lessons in a classroom.

Name: Date: School Grade: Teacher:

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

Instructional/Assessment Strategies: What did the teacher Student Activities: What did the students do? List
do? List

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)

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.

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. Think about the academic vocabulary and other literacy needs for lessons
in these subject areas as you complete the task.
Elementary Literacy Context for Learning Information
(Fill this section out by using bullet points and commentary.)

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): _____

Urban: _____
Suburban: ___X__ Rural: _____

2. 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. The setting for this observation was a school wide event. It interfered with regular
instruction but was designated ahead of time so that the whole school could participate.

3. 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 standardized testing had just finished and this was the time where make up exams were taking place so a few students
weren’t able to participate in all the activities.

About the Class Featured in This Assessment

1. How much time is devoted each day to literacy instruction in your classroom? The individual class the teacher taught was
the first three hours were devoted to Literacy and Language arts because it was a special education class and there were
three different ages groups coming in at different times.

2. Is there any ability grouping or tracking in literacy? The students were on read 180 and system 44 to track their literacy
skills. They use the programs to track things like spelling, reading speed, comprehension and all aspects of literacy.

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. The textbook for used for literacy in the classroom is called Real Book. It was
published by Houghton, Miffin and Harcourt and was published in 2017. They use the Read 180 program in several aspects
such as the whole group instructions from the Real Book, small group instruction which incorporates the Real Book and class
assignments such as test reviews and spelling, and last the online program which lets students work on literacy at an
individual pace and work at their reading level. The online component incorporates videos, writing, spelling and reading. Â

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. Projector, classroom library, computers, and chorme books.
About the Students in the Class Featured in This Assessment
1. Grade-level(s): 5th
2. Number of
◼ students in the class: 11
◼ males: 8 females: 3
 TPE (2016)
Download TPE 2016 for Multiple Subjects only. This document will guide your fieldwork and your edTPA
preparation.

This section is below and the last documents in the section. They were hand written and scanned into the document
at the end.

1. Complete the chart 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 chart. 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.

◼ English language learners

◼ Gifted students needing greater support or challenge
◼ Students with Individualized Education Programs (IEPs) or 504 plans
◼ Struggling readers
◼ Underperforming students or those with gaps in academic knowledge

Students with Specific Learning Needs

IEP/504 Plans: Number of Supports, Accommodations,

Classifications/Needs Students Modifications, Pertinent IEP Goals

Attention Disorder 5 Small group often, individualized

lessons on computers, time in Special
Education class, extra time, writing
supports.
Behavior disorders 4 Seating arrangements, time spent in Special Ed
class in smaller setting, extra time on assignments,
help with writing, parent teacher communication
and individual plans based on the student.

Other Learning Needs Number of Supports, Accommodations,

Students Modifications

Struggling readers 11 Reading programs including Wonders

and Read 180, small groups for
focused reading, reading level
appropriate books, extra help on class
and homework.
 EDU 543 Teacher Aiding /Fieldwork Activities (2 hours in a classroom required)

Do the following:

Activity 1: Research the VAPA and PE program in the school where you are observing and report findings in both areas. How do they
complete the standards for both areas of the curriculum? Note programs such as the 100 Mile Club/others that may be part of the way
standards are being met. They also have choir one day a week for whoever would like to join. The school participated in several events.
They have clubs during school so the students can participate in sports or art during designated times. I was able to participate in
helping with a big event they do every year called field day where the students rotate in different stations to participate in several PE
games such as hula hooping, lawn darts, soccer, parachute games and a lot more.

Activity 2: List and provide a brief explanation/description of your Teacher Aiding types of activities that you 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.

Assisting with materials for the class

Was able to help with their field day and led the lawn dart section

Assisted students by stamping their cards for the station, picking up the darts and other events near by, helped monitor the events
around the station.

Teacher Aiding Grade level Description of Activity

Activity Type Teacher/School

PE Program 3-5 Report of findings: The students in the upper grades of the elementary school
participated in this school wide event.The activities we designed to be a fun way to get
the students active towards the end of the school year. The activities were designed to
incorporate several games that all students could enjoy based off interest, skill and
various abilities. It required many parent and teacher helpers as they needed someone at
each station. The stations included games such as lawn darts, soccer, parachute, hula
hoop, jump rope, dance, four square and many more. The event took up the whole field
and the pavement area in the school. The students were really enjoying the activities and
would go back to see if they could beat their time or skill if they enjoyed the activity. The
adults at each activity stamped their sheet once they participated and they would then
turn them into their teachers once the two hours were up.

Report of findings:

Other activities: Describe activity:

Finally: Help yourself become proficient at getting to know students.

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: