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:

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.

Joyful Elementary, Perfect USD

2nd

Mary Jones
Mary Jones

2: 25

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 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: Kimberly Woolfolk
The candidate is notifying you that:

Type of Credential: Multiple Subject

____ 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________________________________________ Evaluator Signature: ____________________________________

School Name: __________________________________________ School Address: _______________________________________
Grade Level: ____________________________ Content Area(s) Observed: _________________________________________

EDU 543 Lesson Plan Observation Reports - VAPA

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: Torey Gonzalez

Date: 5/9/16

School: Ben Franklin Elementary

Grade: 3rd

Teacher: Karen Morilla

Standards:

Integration with other content areas:

VAPA. 1.2 Describe how artists use tints and shades

in paintings.

From my observations, I know that Mrs. Morilla

normally integrates some sort of writing assignment
with an art assignment. The art assignment connects to
the writing assignment. It either describes the situation
of what they are writing about or it helps enhance what
they wrote about. In this particular art assignment, they
just focused on the artist and trying to replicate that
artistic style.

VAPA. 1.5. Identify and describe elements of art in

works of art, emphasizing line, color, shape/form,
texture, space, and value.
VAPA.2.1. Mix and apply tempera paints to create
tints, shades, and neutral colors.
Instructional/Assessment Strategies: List
Student Portfolios: Mrs. Morilla puts all of the
students work in a portfolio. This is to show the
students at the end of the year, what type of
work that they did in the beginning versus what
type of work that they produced at the end. This
also helps show the students everything that
they accomplished by the end of the year. This a
good way for the teacher and student to have an
understanding of what they need to work on
throughout their assignments versus what they
are exceeding in.

Student Activities: What did the students do? List

The students were given an example of Pablo Picassos
work; it was a portrait of a woman and a bird together.
The students were taught what kind of materials that
Pablo Picasso used, such as oil paints, charcoals, and the
use of a canvas.
The students were asked to do a replica of the painting
that they saw. They were asked to use the same kind of
materials as Picasso used, and they were told that if they
didnt want to mix the two different pieces together they
could do just a bird or just the portrait of the woman.
They were told to put their own color scheme to the
painting and have fun with it. They were shown how to
draw certain parts of the painting and then given free
will to do what they want with their art.

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
These strategies are appropriate for this class because it allows the students to see how they progress in their
writing and in their artwork. It gives them something to be proud of and it allows them to show their
progression to their parents and the teacher. It gives them examples on how to improve their writing and it
shows them the different styles of artwork that they did.

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.

I think that the students should be given more examples that they could work with. The idea behind this
assignment was for them to replicate a painting that was done by Pablo Picasso. They could have had the
option to choose more than just one painting that he did. That would have required more instruction time, but
the students would still be learning different skills that went along with the different paintings. To make this
lesson more educational, the teacher could provide more background knowledge about Pablo Picasso and talk
about the history at that time period where Picasso was. This is important because history and to social aspects
of his surroundings influence Picasso immensely.

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: Torey Gonzalez

Date: 5/9/16

Organization: Ben Franklin Elementary

Grade: 3rd

Coach: Mrs. Morilla

Standards:

Integration with other content areas:

STANDARD 1: Students demonstrate the motor

skills and movement patterns needed to perform a
variety of physical activities.

From my perspective and observation there was no

integration with other content areas. The objective was
strictly to play this game and that was all.

P.E. 1.1. Chase, flee, and move away from others in

a constantly changing environment.
P.E. 1.7. Catch, while traveling, an object thrown by
a stationary partner.
P.E. 1.11 Kick a ball to a stationary partner, using
the inside of the foot.
P.E. 1.13 Hand- dribbles a ball continuously while
moving around obstacles.
STANDARD 3: Students assess and maintain a
level of physical fitness to improve health and
performance.
P.E.3.1. Demonstrate warm-up and cool-down
exercises.
P.E.3.7. Sustain continuous movement for
increasing periods of time while participating in
moderate to vigorous physical activity.
Instructional/Assessment Strategies: List

Student Activities: What did the students do? List

The students were split up into different teams. (Red

team and blue team)

Structured Observations: Mrs. Morilla takes

into consideration as to what the students enjoy,
and whether or not they are having fun with the
activity that she has made up or found for them
to do. If the majority of the class does not like
the game that they are playing, then she comes
up with another one or finds another one. She
also assess based on how the teams are doing. If

The red team was in the area where the students were
playing. They were defending a giant circle that is
painted on the blacktop.
The blue team stands in a line by the tree waiting their
turn to kick the ball that is being tossed by Mrs. Morilla.

the teams that she has set up the time before are
not working well as a team, she changes the
structure. If the teams that she set up are clearly
not at equal strengths, then she will split the
teams up so that there is an even match-up
between the teams.

When the student kicks the ball, the student needs to run
bases before the other team gets the ball and shoots it in
the basketball hoop.
If the team that is defending the basket gets the ball,
then they give it to the shooters on their team to get
points. The basket is a 4-hole basket. Above the holes
there are numbers 1-4. Whatever number is above the
basket are the points that the team gets. If the team that
is kicking the ball runs all the bases and gets back to
their team before the other team has a chance to make
the basket, then the shooters shoot the ball and the
points go to the other team.
Three people have a chance to kick the ball and then
they trade sides.

Rationale: Why are these strategies appropriate for this class? Use Frameworks to guide your thinking.
I think that this strategy was appropriate for this class because it gave the students a fair opportunity to have
fun with the assignment. While talking with the teacher, she explained to me that she has to do these 100 hours
for P.E., but if she didnt have to do them then she wouldnt stress too much on the physical education part of
the day; but since she is required to teach these students something about physical education, she would want
this to be a fun activity that gets them out of the classroom for a few minutes every other day, where theyre
not thinking about their essay that they have to write, or the math that they dont understand. Her objective
ultimately is for these students to have some sort of structured fun outside of the classroom and that in itself, to
me, is important.
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 that I would make to incorporate learning in this lesson would be to have the students say what
the names of the warm-ups are, and how many reps they are supposed to do. To have the students acknowledge
the activities that are participating in, so they know the actual names of them. When the students run 100-mile
club, I would want them to have personal goals set. So then when they reach there goal it is like an
accomplishment as great as their reading goals that are set in the classroom. Having the students recognize
what they are doing and understanding what they are doing is for their health and the impacts that those
exercises have on there health is important because then they are given the tools to always keep their health on
their mind and be self-aware of what they are doing to better themselves.

TPA #1
TPA #1 Draft
Submitted and passed.

TPA #2
TPA #2 Draft
Submitted and passed

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

Getting to know your students

First: Read edTPA 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.

Question

Who would you ask? Or what source would you

check?

1. Does this need to be a language arts lesson?

The master teacher, or someone who is helping me with

my project.

2. If the students do not get the permission slips

signed, where do they go?

I would check the guidelines of the book and double

check with my supervisor.

3. How long will I have to complete this task? Is that

I would ask whoever is in charge of my student teaching,

or any teacher that is helping me. (Master teacher)

information given to you when you start student teaching?

4. How long should I make the lessons that I turn in? Should
they be daily lessons or weekly or monthly?

The person that is in charge of my student teaching.

5. If the students are not understanding the material that is being

presented to them, how long will I have to reteach the
information?

The master teacher, partner teachers.

Describe ELD student (or other student with a different learning challenge).
Question
Who would you ask? Or what source would
you check?

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.
Jaiden is an 8-year-old student in the 3rd grade. He is labeled as an ELL student at Ben Franklin Elementary. He reads a
couple levels below grade level, but he isnt completely behind. He goes to independent practice with an ELL instructor during
classroom time. He gets pulled out of class to spend time with the Instructor for 30 minutes a day. The student is a very active
participant in the classroom. He enjoys answering questions when he is called on, even if they are the wrong answer he is
never afraid to try.
When I was asking Jaiden these questions about himself, he had the biggest smile on his face the entire time. He liked
being able to describe himself to me. After I asked him a question he would take his time to come up with an answer. What
made it so special was that he mentioned that sometimes he has trouble with words but he still tries. He enjoys doing things
like playing basketball and riding his bike around his neighborhood. He thinks that reading is fun and he actively tries to get
better at it. He thinks education is important and it shows in his attitude in class and outside of class.
Question 1: How old is Jaiden? Jaiden is 8 years old

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

Learned directly from the student.

2. What grade is Jaiden in? Jaiden is in 3rd grade

Learned directly from the student.

3 Jaiden do you like to read? I love to read.

Learned directly from the student.

4 Jaiden do you think that you are a good reader? I think that I
am a good reader; I think Im the best when I read out loud.

Learned directly from the student.

5 Jaiden what is your favorite subject? My favorite subject is

multiplication. I became a multiplication master very fast, and I
like it a lot.

Learned directly from the student.

6 What is your favorite color? My favorite color is blue.

Learned directly from the student.

7 What is your favorite snack? My favorite snack is chips; I like

Doritos.

Learned directly from the student.

8 What do you like to do at home? I like to ride my bike around

my neighborhood.

Learned directly from the student.

9 How long does it take you to finish your homework? It takes me

like an hour a night.

Learned directly from the student.

10 Do you get any help with your homework at home, or at

school? I come to tutoring from my teacher on Thursday morning
before school. My mom and dad help me with the homework that
I dont understand.

Learned directly from the student.

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: