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).

CBU Log of Teacher Candidate Fieldwork Experience EDU 543

Candidate Name: Crystal Pope

Course #: EDU 543

Date of
Observation

Time In/Time
Out and Total
Time

School and District

Grade Level
K-12; Sp Ed

Teachers Printed Name and

Signature

SAMPLE
1/02/04

9:00 11:15 a.m.

2 : 25

Joyful Elementary, Perfect USD

2nd

Mary Jones
Mary Jones

10/01/15

1:00
2:15

1:15

Val Verde RLC

9-12th

John Carney

10/7/15

1:00
2:15

1:15

Val Verde RLC

9-12th

John Carney

10/8/15

1:00
2:15

1:15

Val Verde RLC

9-12th

John Carney

Total Hours for this Page: 3:15

Total hours: 3

Total Minutes: 15

CBU Candidate Signature of Verification __________________________________________________

Candidate (printed name) _Pope_________________Crystal________________M.____________________________

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 candidates 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

2.

Can provide support for students intellectual, social, and personal development

3.

Can plan instruction that encourages active student engagement

4.

Encourages students in small groups to think critically and/or problem solve

5.

Demonstrated the ability to use different strategies to motivate students during group work

6.

Used language accurately so that communications were clear and concise

7.

Can plan small group instruction that is equitable for all learners

8.

Demonstrated an ability to use informal assessments during group work

9.

Listened attentively and demonstrated an understanding of what s/he heard

10. Demonstrated an ability to interact with adults in a professional manner

11. Demonstrated an appropriate level of care and concern for the students

12. Demonstrated the characteristics of a professional in dress and timeliness

13. Demonstrate an ability to observe details of classroom management and make adjustments

14. Writes in a manner that is clear and grammatically correct

15. Provides a positive learning tone when working with groups or assisting in the class room

16. Appropriately identified and accurately completed tasks that were available

Additional Comments:

Evaluator Name: John Carney______________________________ Evaluator Signature: ____________________________________

School Name: Val Verde RLC______________________________ School Address: 3010 Webster Avenue Perris, CA.__________
Grade Level: 7-12________________________

Content Area(s) Observed: PE____________________________________

EDU 543 Lesson Plan Observation Reports (One for VAPA and One 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.
Name:

Crystal Pope

Date: 11/01/15

School: Val Verde RLC

Teacher:
John Carney

Grade: 9th 12th

Standards: History-Social Science Content Standards

Integration with other content areas: PE Framework p. 124

10.11 Students analyze the

integration of countries into the world
economy and the information,
technological, and communications
revolutions (e.g., television,
satellites, and computers).

Standard 3

Students demonstrate knowledge of

psychological and sociological concepts,
principles, and strategies that apply to
the learning and performance of physical
activity.
Group Dynamics
3.9 Recognize and evaluate the role of
cooperation and positive interactions
with others when participating in
physical activity.

Instructional/Assessment Strategies: What did the teacher

do? List

Student Activities: What did the students do? List

Students went to their assigned state

A map of the USA labeled on the gym floor with

floor marking tape.

Used additional tape to mark the surrounding

states. Identified the surrounding states with large
initials (KY TN NC MD WV) and dashes
representing borders.

When the music started playing, students performed

the required activity (Hula Hoops, Jump Rope, Pushups, Jumping Jacks, Jog in place, Sit-ups)

When the music stopped, the students discussed

information about the state in their group(e.g. weather,
language, culture, economy)

Placed various PE equipment at each state (e.g.

jump rope, hula hoops)

When the teacher blew the whistle the students rotated

to the next state

Used an upbeat music CD

Divided students into small groups. Each group

went to a particular state to start the activity.

Gave students instructions

Observing and assessing

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
1. PE Framework: The strategies are developmentally appropriate because it provides the students with the opportunity to
explore a variety of physical activities in search of those that they can enjoy and participate in for a lifetime. This standard
addresses self-responsibility, social interaction, and group dynamics. The students are able to understand that physical
activity is universal, and all cultures around the world perform physical activities.

2. History-Social Science Content Standards: The strategies are developmentally appropriate because the students are able to
develop an understanding of current world issues and relate them to their historical, geographic, political, economic, and
cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety
of perspectives.

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.
To further accommodate learning in this lesson, the students can research sports and physical activities for certain states, and
play them for PE.

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

Small group
supervision

9th 12th

Prepared and distributed PE equipment. Worked with small groups as they

performed jump rope skills.

J. Carney
Val Verde RLC

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?

Teacher, mother, Chan

3. Where is Chan from?

Cum file or teacher

4. Who does Chan live with?

Cum file, teacher

5. Does Chans mother work outside of the home?

Mother or Chan

6. Does Chan have any extended family in the United States?

Chan, mother,

7. How long has Chan been living in the United states?

Cum file, mother

8. What is Chans native language?

Chan, teacher, resource teacher

9. Can Chan speak and write English?

Chan, teacher, cum file, resource teacher

10. How is Chans attendance?

Office, teacher,

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 Josefina?

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

2. What grade is Josefina in?

Teacher, parent, Josefina, interest survey

3. Where is Josefina from?

Cum file, teacher, parent, interest survey

4. Who does Josefina live with?

Cum file, teacher, interest survey

5. Does Josefina mom work outside the home?

Mother, Josefina

6. Does Josefina have any extended family living in the United States?

Josefina, parent

7. How long has Josefina been living in the United States?

Cum file, parent

8. What is Josefinas native language?

Cum file, teacher, resource teacher

9. Can Josefina speak and write English?

Josefina, teacher, resource teacher, cum file

10. How is Josefinas attendance?

Office, teacher

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:

Physical Education General Interest Survey

Name: _______________________

Grade: ________________

1. Share some interesting things about yourself:

2. Tell me about some physical activities you are able to do very well:

3. Tell me about some physical activities you feel you dont do very well:

4. Check the activities/sports/topics youd like to learn about the MOST this
year:

Soccer
Football
Volleyball
Basketball
Tennis
Dance
Bowling
Roller-skating
Fitness
Nutrition
Other:____________________

********************************************************************************************
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.

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

TPE 9: Instructional Planning

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.