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).
 CBU Log of Teacher Candidate Fieldwork Experience EDU 543
Candidate Name: Sara Zaragoza Course #:EDU543

Date of Time In/Time School and District Grade Level Teachers 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

3/6/2017 12:00pm- 6:00 Magnolia Elementary, RUSD 2nd Shelly Smith

6:00pm

Total Hours for this Page: Total hours: 4 Hours

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: Sara Zaragoza Type of Credential: Multiple Subject 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: Shelly Smith Evaluator Signature: ____________________________________

School Name: Magnolia Elementary School School Address:

Grade Level: 2nd- 6th Content Area(s) Observed: VAPA and 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: Sara Zaragoza Date: 3/6//2016 School: Magnolia Elementary Grade: 2nd Teacher: Shelly
Smith

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

Standard 1. Demonstrates competency in a
variety of motor skills and movement patterns.
204)
The soccer game can be integrated in other content areas by
going over the history of the game and how it has developed
over time. The teacher can also have the students study the
different parts of the world where the game is common.

Instructional/Assessment Strategies: What did the teacher
do? List
The teacher assigned two team captains and allowed the
captains to choose their teammates. The Teacher also
made sure to clarify any rules that were in question. The
teacher also made sure that the students had a goalie and a
defense. The teacher assessed the students by going over
the rules that are in place when playing the game. The
teacher has gone over the rules beforehand and the
activity was a practice of a previous lesson.
Student Activities: What did the students do? List
The students participated in a game of soccer. The teacher
chose two team captains. The teacher chose one girl and one
boy. The teacher then allowed the students to choose their team
members. The teacher assigned the goal posts to each team and
made sure the students knew the rules. The teacher also
reminded the students to have a goalie for each team and a
defense to defend the goalie. The students then participated in
the game of soccer for 20 minutes and the teacher kept score of
the game. The teacher also made sure each team had an equal
amount of players.

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 were appropriate for this class because the teacher used the number system to create teams. The
teacher numbered each student a one or a two. The teacher created a team number one and a team number two. This
strategy was appropriate because it includes all of the students. When it comes to soccer I have noticed that teachers
usually let the kids choose their teams through team captains. The teacher told me that having students choose teams
gets chaotic. She also mentioned that student choose their friends and miss out on the opportunity to socialize with
other students. This strategy aligns with the frameworks because it includes all students and avoids students feeling
like they are left out.

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 would plan ahead to differentiate the lesson to each learner. The lesson was taught to second grade and there were a variety
of levels of knowledge on the game. Some students knew the game so well that they had the ball for the majority of the game.
The students also knew who to pass the ball to because they were considered to be good and the students wanted to win. This
takes away from the other students to learn the game and feel like they have contributed. I think it is important to go soccer a
few drills where the students can learn the basics of the game and the gain a good understanding of how it is played. There
was a large gap between the students who knew the game well and the students who had no idea what they were doing.

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.
Students will learn the vocabulary of the game. The children need to know what the ball, goal, penalty, and
score. Before the students start the game it is important to go over the vocabulary that the students need to
know in order to play the game. The students need to know the object of the game is to make a goal. The
students need to also know how to score a goal and the correct side that their team is on.
TPE (2016)
Download TPE 2016 for Multiple Subjects only. This document will guide your fieldwork and your edTPA
preparation.

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 Grade level Description of Activity

Activity Type Teacher/School

Kickball 2nd Helped set up the teams and the cones for the bases. I also kept track of the score for
the students.