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 (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: Trenton Tate Date: 2/15/18 School John F. Kennedy Middle College High Grade:
Mixed Teacher: Joy DeFraene

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

204)
1.1 – Demonstrate refined physical coordination when
performing movement phrases (e.g., alignment, agility, Relation to patterns like in math, to combinations. Relating
balance, strength). understanding of rotations to degrees and turning.

5.2 – compare the study and practice of dance techniques

to motion, time, and physical principles from scientific
disciplines.

2.2 – Identify and apply basic elements (e.g., rhythm,

meter, tempo, timbre) to construct and perform dances.

Instructional/Assessment Strategies: What did the teacher
do? List
• Teacher introduces new warm-up activity.
• Teacher models movements.
• Teacher relates series of moves, to patterns (like in
math).
• Teacher explains desired outcome – “The goal is to
start in 5th and land in 5th!”
• Teacher is constantly offering praise, as well as
constructive feedback. She also has student emphasize
on the quality of each movement, including taking
their time.
• Teacher responds to student comments and questions.
E.g. After responding, she’ll add, “that was a good
question.”
Student Activities: What did the students do? List
• Students confirm directions
• Students face mirror to self-evaluate and correct.
• Students stretch.
• Students comment on the difficulty of particular
movements or balancing (teacher responds).
• Students constantly ask for feedback (through questioning,
or confirming various movements).
• Students do different balancing movements.
• Student practice old move combinations and new
combinations introduced by the teacher.
• Students do various leaps and moves from one side of the
room to the other.

• Teacher asks students what will this o Solo and in pairs.

stretch/exercise/balancing be good for, for different
activities. E.g. “What will this balance be good • Students challenge and teach each other moves they have
for?...Yes! It works the core strength.” been working on.

• Teacher asks her students to compare two different • Students work on correct errors in their moves.
leaps.
• Students warm up ankles doing bar work.
• Teacher gives students time to challenge and teach
• Students take a break for self/team building activity.
each other particular moves. (this gives them the
opportunity to hear an explanation in a different way).
• Students work on split stretches.
• One of the student that a particular move was giving
• Students watch video to learn about new move.
her a bruise on her knee. The teacher watches her do
the move and notices errors that were causing her to

 fall awkwardly. She has the whole class work on the • Students work on second leaps.
move and makes sure each student is performing the
move right. • As well as teacher, students are offering each other positive
encouragement.
• As students warm up their ankles using the bar, she
monitors and repositions her students feet.

• Teacher challenges students to work on balance,

despite their tired legs.

• Teacher has a separate time to talk about their week.

She has an old pointe shoe that students take turns
writing inspirational sayings on, or filling with notes.

• Teacher talks about RICE (rest, ice, compress, and

elevate)

• Teacher has video time to introduce a new move.

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)

Teacher emphasizes the quality of each movement. An important reason this is important is because if students perform the
movement wrong, they can risk hurting themselves. Other reasons include developing the foundational concepts or
movements that are built upon with further progressions.

Teacher continually moves around and offers positive feedback and constructive feedback. This is important so students
know they are being monitored to get better. It also provides encouragement for positive effort and accomplishments.

Teacher models various new and old movements, combinations, and activities. This shows students the desired actions to
emulate.

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.

Something I noticed was that the music wasn’t cued. I felt some of the time could have been better used, or more efficiently
used, if this was already set up to go. Especially since there were times that the teacher had trouble finding the song or music
for a new activity. I think this is something that would help effective time management and planning.

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.

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: Trenton Tate Date: viewed on School Unknown school from video Grade:
Youtube (appears to be from the 1990s) 6th Teacher: Mrs. Pangrazi

Standards: Possible standards touched on were –
1.5: Dribble and pass a ball to a partner while being
guarded.
1.10: Combine motor skills to play a lead-up or modi ed
game.
2.5: Identify practices and procedures necessary for safe
participation in physical activities.
3.4: Participate in moderate to vigorous physical activity a
minimum of four days each week.
Integration with other content areas: (ex. PE Framework p.
204)
6th Grade Dance - Development of Motor Skills and Technical
Expertise
1.1 Demonstrate focus, physical control, coordination, and
accurate reproduction in performing locomotor and axial
movement.
1.2 Incorporate a variety of force/energy qualities into
executing a full range of movements.

5.1: Participate productively in group physical activities.

Instructional/Assessment Strategies: What did the teacher Student Activities: What did the students do? List
do? List
• Students jog around in a circle.
• Teacher provides directions for each activity.
• Play tag.
• Teacher has good control of student actions, good
classroom management. • Skip.

• Teacher directs students to circuit training. • Students work in closed circuit exercise training stations. (hula
hooping, standing crunches, jump roping, sprints, crab walks,
• Teacher is constantly providing encouraging feedback. high knees, planks, dips, stretches, situps)

• Teacher is inquiring students about what muscle parts or • “grape vines”

areas of focus are being addressed at each station.
• students work with hockey stick and ball(puck)
• Teacher tells students to work to do your personal bests.
o practice dribbling
• In the hockey portion, the teacher provides hockey
terminology. o practice shooting

• Teacher also models the correct form. o practice tackling

o practice passing
• Teacher discusses safety measures.
o practice defending/trying to score.

• Teacher leads students from activity to activity. o faceoffs

• Has students rotate from working individually, with a • students play game that incorporates the skills that had been
partner, small groups, and whole class. worked on.

• In lead-up game, modifies rules to better support whole-

class involvement and student safety.

• Finishes with closure, this is a major part of the

assessment, as teacher asks group to respond to what
different activities focused on different body groups. She
also went over hockey terminology and proper
procedures.

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 immediate activity, allows the students to expend built up energy, it warms them up, helps the teacher get students under
control.

The constant feedback lets students feel encouraged, and gives them opportunity to modify particular movements or
activities. It also keeps students thinking and considering where certain activities can be applied.

The teacher’s use of control of the class attention, allowed her to effectively give direction to each new activity and waste less
time.

The station set up, allows the teacher to move freely and be actively engaged with all of her students. Instead of continually
being the focus of attention, the teacher has dynamic movement to help keep students engaged. It also allows the teacher to
evaluate and assess her students easier, since she is not required to be in the same location instructing.

The closure discussion lets the teacher reemphasize important concepts and the opportunity to clarify misunderstandings
from students.

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 she did a very good job of accommodating all students. In the station rotation, she never set a benchmark level for her
students to all meet, instead, she challenged them all to do or beat their best to make themselves better. This acknowledges
that everyone will be at varying levels, but can all be challenged, even if one person’s “hard” is easier or harder, than another
person’s “hard”.

I could not notice any students with clear physical disabilities, but depending on each scenario, lessons can be modified to
challenge everyone, and also let everyone feel included. If I was to suggest one possible change, it could be to include modified
equipment that may make it easier for students that have trouble with hand-eye coordination.

edTPA 2016 Handbook

edTPA 2016 : Handbook

3. Download Handbook and read all of the Tasks. Take notes during fieldwork in areas that apply.
4. 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.
For this context of learning, I used the class I observed in-person, rather than the video.
TASK 1: CONTEXT FOR LEARNING INFORMATION
Respond to the prompts below (no more than 4 single-spaced pages, including prompts) by typing your responses within the brackets following
each prompt. Do not delete or alter the prompts. Pages exceeding the maximum will not be scored.

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: _____
Middle school: _____
Other (please describe): K-12

2. Where is the school where you are teaching located? (Type an “X” next to the appropriate description.)1
City: X
Suburb: _____
Town: _____
Rural: _____
3. List any special features of your school or classroom setting (e.g., charter, co-teaching, 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.
This is a blended-learning school, so students combine a mixture of independent-online learning with in-
class learning.
[ ]
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.
[ ]

About the Class Featured in this Learning Segment

1. How much time is devoted each day to literacy instruction in your classroom?
Each student has to work on an online program that has the physical education information.
2. Is there any ability grouping or tracking in literacy? If so, please describe how it affects your class.
[ No.]
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.
[ Edmentum Plato ]
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.
[ Online, and outside instruction.]

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.

About the Students in the Class Featured in this Learning Segment
1. Grade level(s):
[ 9-12]
2. Number of
¡ students in the class: 18
¡ males: 10 females: 8

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

Lead stretches. High School Lead students through the different stretches the warmup activity.

Pepe – KMA

Tracking heart- High School During circuit training, I would stop and have students count their pulse for 6
rate seconds using a timer. Then tell them to add a zero to the end of their total, to get a
Pepe – KMA beats per minute number.

Participate in High School I participated in the circuit training with the students to motivate and model the
circuit traiing different activities. This including walking, jogging, stretching, jumping jacks, etc.
Pepe – KMA

Lead stretches High School Lead students in the stretches before beginning activities. Play music through
computer so they have music to listen to for warm-up.
DeFraene – JFK

Take attendance High School Take attendance of students, noting late arrivals, as well as dress out and
participation.
DeFraene – JFK

Getting to know your students

First: Read edTPA task 1 and 2 and look for ways to know your students.

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.
Aubrey is a dancer in the class who is a junior. She has participated in an outside school’s basketball in the past, but currently is not playing with them.
She is enrolled in several classes at JFK and she is also taking classes at Norco College, which right next to the school.

Question 1: How old is Aubrey? Can check attendance system, “Q”.

2. What grade is she in? Can check attendance system, “Q”.
3 What other subjects is she enrolled in? Can check attendance system, “Q”.
4 What extracurricular activities does she participate in? Can check attendance system, “Q”. And ask her personally.

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 Juan? Can check attendance system, “Q”.
2. What grade is he in? Can check attendance system, “Q”.
3 What level is he on? Can check attendance system, “Q”.
4 How has he performed in his other academic classes? Can check attendance system, “Q”.

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:

Survey
1. What is your gender?
a. Male
b. Female
c. Other
d. Choose not to answer.
2. The skills I learn in P.E. are important?
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
3. I learn skills in P.E. that help me work together with other classmates in a positive way.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
4. I am more alert in class and have more energy on days when I have P.E.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
5. Boys and girls are equally challenged and provided with the same opportunities to participate.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
6. I look forward to P.E. class.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
7. P.E. is fun and interesting.
a. Strongly Agree
b. Agree

 c. Disagree
d. Strongly Disagree
8. I see connections to my other class subjects, while in P.E.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
9. In P.E. I get plenty of turns to practice my skills.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree
10. I feel successful in P.E. even if it may be a sport/activity I’m not good at.
a. Strongly Agree
b. Agree
c. Disagree
d. Strongly Disagree