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 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: Tiara Gonzalez Date: 2/7/18 School : Youtube Video Grade: 6th 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
1. Students come into the gym and listen to the directions
1. Teacher meets students at door and lets students given to them by their teacher
know the schedule of what they will do for PE.
2. They jog into the gym
2. Teacher has students come into the gym jogging.
3. Students freeze and change direction
3. Teacher acknowledges students for their
“spacing” while they are jogging in the gym. 4. Students begin a game of freeze tag with their peers

4. Teacher asks students to freeze and change 5. The students start a new game after a minute or so and
direction keep trying to stay within the boundaries

5. She then says they will play a game of freeze tag 6. Students sit down when directed
and blows a whistle to start the game
7. Students start to skip around the gym
6. The game starts and after a minute she stops the
8. Students stop and sit down and listen as teacher speaks
game and says “everyone is free again” and a new
to them about each of the warm up centers that there
game starts and reminds them to stay within the
are and how they will transition
boundary lines
9. Students go into groups of 3 and each disperse into a
7. Encourages the students with words like
different station and switch when the music stops and
“fabulous” “great” “cool” and gives directions at
start when the music starts back up again
some point as well.
10. Students readjust whenever they are instructed by the
8. Introductory activity ends and she asks the
teacher and change their form
students to “freeze” and “sit down”
11. Students shout out “let’s go” in response to their
9. The fitness part of the lesson starts and teacher
teacher
asks students start skipping away from the
student they are closest to 12. Students listen to instruction for hockey activity
10. She asks them to freeze and sit down and gives 13. They help set up the hockey equipment
instruction of how each center that is already laid
out and ready will be done 14. They begin hitting their balls/pucks around and freeze
and listen as she shows them how to be holding the
11. She asks them to see how quickly and quietly they hockey stick correctly
can all go to a station and has only 3 students to
each student 15. They readjust their hands and start again and dribble
the ball across the court
12. Teacher starts music
16. Students watch to see how to start a hockey game
13. There are 9 stations that are already pre-labeled correctly
with a paper so the circuit training can be
completed effectively 17. They begin doing the drill of how to start a hockey
game in pairs
14. She stops and starts music to instruct them when
 they stop and proceed to the next station
15. She is walking around giving instructions and
redirecting when needed
16. Always praising them and giving them new ideas
to change their variations of what they are doing
17. Instructs students to recognize what each station
is doing for a part on their body and walks around
describing to the student what they are doing
18. As teacher shouts “move up” students shout back
“let’s go” and music starts up again
19. Circuit training is continued and teacher remains
present
20. The lesson focus starts: hockey and teacher asks
student to help her set up the hockey equipment
21. Teacher uses a two-step exercise plus a partner
system to direct students who will be doing what
in getting the equipment
18. Some students demonstrate the next drill and the
others observe once done they split up in teams of 4
and start the drill
19. Students stop the drill and put back the balls two
groups of 4 are chosen and they go to the center while
the other students divide into their red and yellow
teams and defend the sidelines
20. The students rotate in and out of the game until
everyone gets a turn they are all always active in
something
21. Students stop and go put their equipment and sit in a
circle on the orange line and listen and speak about
what they thought
22. Students raise hands state their opinions and speak
their thoughts and reply to the questions
23. Students get up and leave the gym

22. The teacher instructs students to start shifting the

puck with their stick around the court

23. The teacher has them freeze and tells them how to
hold the hockey stick correctly and asks them to
be aware of their space

24. Teacher says freeze and has them sit.

25. She then takes away half of the students balls and
instructs them to try and take away the ball from
someone

26. She makes sure everyone is staying on task. Blows

the whistle and then demonstrates what happens
next. Tells students to each have a ball and dribble
the ball across the whole room and to keep the
hands on the stick at all times

27. Instructs them on how to “start” the hockey game

with a partner

28. Teacher then instructs students to start the drills

and is walking around making sure it is being
done correctly

29. Teacher grabs a team of 4 to demonstrate to the

rest of the students what will be happening in the
next drill.

30. She says that when she says go she wants everyone
to disperse into a station starting the drill right
 away

31. Teacher is speaking to students asking them

questions giving them individual instructions
making sure everyone is on task and doing the
drills

32. Teacher stops the drill she speaks to them with

words of encouragement and tells them what she
liked about what they were doing then starts
giving instructions and says when she says go she
wants to see them put all the balls away and line
up on the two parallel lines on the court

33. teacher makes sure to separate the yellow and red

players each move at a different times and gives
clear directions

34. Teachers then gives directions to start the game

and chooses 4 people for two teams and says when
she says go to come to the middle and the others
to stand and defend their sidelines

35. She restates the rules and directions once before

saying go

36. As the students are playing against each other she

is shouting directions and redirecting and giving
reminders

37. Teacher encourages students by saying that the

first team to complete the direction gets a point
and then has a new set of 2 groups of 4 come into
the game

38. Teacher keeps up with rotations and words of

encouragement the whole time

39. Teacher stops students and has them go place the

hockey sticks back where they found them

40. Teacher then conducts an assessment and reflects

on what happened throughout the lesson asking
them questions on it and doing informal
assessments

41. The teacher tells students nice job and they get up
and leave the gym

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)

The strategies used in this PE lesson are appropriate for this class because it keeps the students entertained. Beyond that the
teacher is making the most of her time with the students and is giving them the activity they need. Their heart rate is
constantly going and getting the appropriate exercise for the day. They are constantly being directed which is vital for this age
group because without directions they would start to play around and potentially misuse the equipment. In addition, they are
still at the age where they need encouragement and they work better when they have it. The teacher made sure to always be
saying positive words of encouragement, and never stopping communication.

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.

The lesson observed was excellent. There was very little that I would change. The teacher always made sure that the students
were doing an activity, there was little down time, and the relationships between students and teacher you could see were well
established. If there was something that I would change would be that students were allowed a chance to get a water break.
Depending on your student dynamic there are going to be students who need a water break and don’t have an opportunity to
get one unless asked.

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: Riverside
Suburb: X
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.
 Bilingual aide comes in for an 45 minutes to an hour every day to assist the ELL students
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.

 Teachers do have to reflect on the BENCHMARK tests and see where the students are at

About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?
 About 1.5 hours all together but it is split up throughout the day and students rotate every day to see
who stays for intervention after school to work with the teacher
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
 Yes, there is tracking in literacy by seeing the students work and analyzing what they have done and
where they need assistance

It affects the class by making sure students are getting more assistance and teacher has to favor the
student in some areas while giving instruction
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.
 No literacy book mentioned or used for this time period of the class today
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.
 Overhead projector, flashcards, computer read 180 program and Imagine learning

About the Students in the Class Featured in this Learning Segment

1. Grade level(s): Kindergarten
2. Number of
 students in the class: 21
 males: 10 females: 11
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.

1
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.
 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: Number of Supports, Accommodations,
Classifications/Needs Students Modifications, Pertinent IEP Goals
Example: Visual processing 2 Close monitoring, large print text, window
card to isolate text

Students with Specific Language Needs

Language Needs Number of Supports, Accommodations,
Students Modifications
Example: English language 4 Pre-teach key words and phrases through
learners with only a few words examples and graphic organizers (e.g., word
of English cluster, manipulatives, visuals)

Have students use pre-taught key words

and graphic organizers to complete
sentence starters
Example: Students who speak a 0 Make connections between the language
variety of English other than students bring and the language used in the
that used in textbook
textbooks

2
California candidates—If you do not have any English language learners, select a student who is challenged by academic English.
 Students with Other Learning Needs
Other Learning Needs Number of Supports, Accommodations,
Students Modifications
Example: Struggling readers 5 Leveled text, targeted guided reading,
ongoing reading assessment (e.g., running
records, miscue, conferencing)