Beruflich Dokumente
Kultur Dokumente
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.
Date: 9-22-16
School Kennedy
Standards: Kindergarten
2.2 Demonstrate beginning skill in the use of tools and
processes such as the use of scissors, glue, and paper in
creating a three-dimensional construction.
Instructional/Assessment Strategies: What did the teacher
do? List
Grade: K
Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
These strategies were appropriate because they fit some of the Visual and Performing Arts Standards for
kindergarten. Kindergarteners need a lot of practice with gluing and following directions as well as writing
words and copying from the board.
Lesson Reflection: What are some changes you might make to further accommodate learning in this lesson based on your
insights as an observer?
For this activity I would have chosen an activity where the students cut the paper because kindergarteners need
so much practice cutting. This would really help with their fine motor skills that are still developing during
their kindergarten year. The more they cut, the better they get at it.
TPE (2016)
Download TPE 2016 for Multiple Subjects only. This document will guide your fieldwork and your edTPA
preparation.
If you need guidance when making a selection, reference the NCES locale category definitions (https://nces.ed.gov/surveys/ruraled/definitions.asp) or
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.
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.
California candidatesIf you do not have any English language learners, select a student who is challenged by academic English.
Grade level
Teacher/School
Description of Activity
Instruction
Instruction
Instruction
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 John? John is 5 years old.
8 Do you like art, reading, math, or writing best? I like art the most
Develop you own interest survey geared for the content areas of VAPA and PE. Include your survey with this
section of the fieldwork:
___________________________________________________________________________
_______________________________________________
____________________________________________________
Find more surveys at:
file:///C:/Users/tchelette/Documents/Student%20interest%20survey.pdf
http://professional.montgomery.k12.va.us/pluginfile.php/14182/mod_resource/content/1/Elementary
%20Interest%20Inventory.pdf