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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 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: Matthew Chelette

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

This was a whole class lesson. The steps were taken


one at a time. I helped Mrs. Chelette passed out the
materials one at a time. After passing out the
construction paper, Mrs. Chelette told the students
to tear out a shape (she did this at the same time) of
a tree with the brown construction paper. Then the
held the half sheets of different colors and tore out
pieces shaped as leaves. The glued their trees and
leaves onto a whole construction paper.

Grade: K

Teacher: Mrs. Chelette

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


204).
Writing a complete sentence was integrated in this activity.
Student Activities: What did the students do? List

Students followed Mrs. Chelettes instructions and


made their trees as best as they could. They copied a
sentence from the board making sure they wrote a
capital letter and a period at the end of the sentence.

After the tree was complete, Mrs. Chelette passed


out writing paper. She wrote a sentence on the
white board of some of their site words theyve
learned already this year. They had to copy the
sentence We like trees on the writing paper and
then glue it to the bottom of their tree paper.

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.

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: __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.
Special medical needs of one of the students affects this students ability to
hold scissors, gluing, coloring, and writing. This student doesnt hold a pencil
firmly and cannot form letters. She mostly scribbles and colors way outside the
lines. She has to leave the classroom periodically throughout the day for her
medical needs.
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.

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.
The pacing guide is helpful but it can also make things stressful. Teachers feel
pressure to move on from what theyre teaching in order to stay on track even
though some students may not be ready to move on.

About the Class Featured in this Learning Segment


1. How much time is devoted each day to literacy instruction in your classroom? 2 hours

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.

About the Students in the Class Featured in this Learning Segment


1. Grade level(s): ________K_______________________
2. Number of

students in the class: __26___

males: __13___ females: _13____

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.

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:
Classifications/Needs
Medical Needs

Number of Supports, Accommodations,


Students Modifications, Pertinent IEP Goals
1

Allow for classroom interruptions to


tend to her medical needs. Show
her picture cards with the words
hop, jump, skip, and run so she
knows what those actions look like.

Students with Specific Language Needs


Language Needs

Number of Supports, Accommodations,


Students
Modifications

There are no students


in this class that have
English as a second
language.
Students with Other Learning Needs
Other Learning Needs
Struggling readers

Number of Supports, Accommodations,


Students
Modifications
6

Small group instruction using the


Green Bell Award winning program
K-2 institute. This program includes
leveled books, phonemic awareness
practice, letter sounds, and writing
letters in a variety of ways.

California candidatesIf you do not have any English language learners, select a student who is challenged by academic English.

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

Instruction

Helped pass out materials for teacher.

Instruction

Helped individual students with some steps of the activity.

Instruction

Helped some students hold scissors correctly.

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.
Chan is a 10-year-old fourth-grade English learner. He is from Cambodia and lives with a single mother, two younger brothers, and a baby sister. His
mother works long hours and is often not home when he returns from school. His extended family in the United States includes one aunt and two grown
cousins and his grandparents. Chans family immigrated to the United States two years ago. His written Cambodian language is mostly forgotten, but he
is to communicate with his family orally.
Chan reads English two years below grade level. He has difficulty using correct grammar when writing or speaking. Chan is a happy and social boy who
enjoys friends. He is well liked and works well in small groups. He is seldom or never absent from school. The CELDT results indicate an overall score
in the beginner to early intermediate range, and he has been identified as an English learner.
Question 1: How old is Chan?
2. What grade is Chan in?
3

Next: Do the following.

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

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.

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

2. What grade is John in? John is in Kindergarten

Learned directly from student

3 John do you like to do art? Yes

Learned directly from student

4 What is your favorite part of art? Gluing, cutting, coloring, or tearing? I


like gluing.

Learned directly from student

5 Do you like writing? No

Learned directly from student

6 Why dont you like writing? Its boring

Learned directly from student

7 How do you feel when youve written a sentence? Good

Learned directly from student

8 Do you like art, reading, math, or writing best? I like art the most

Learned directly from student

9 What is your favorite thing to do in class? My favorite is when Mrs.


Chelette reads a story.

Learned directly from student

10 What do you like best about school? Playing with my friends.

Learned directly from 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:

Student Interest Survey


1. The three things that I do best in school are:
1._________________________
2._________________________
3._________________________
2. Some of the things that I would like to work on this year are

___________________________________________________________________________
_______________________________________________

3. I would like to learn more about_________________


________________________________________________________________________
________________________________________________________________________
4. Outside of school, my favorite activity is________________________
_______________________________________________________________________
5. My hobbies are___________________________________________
_______________________________________________________________________
6. The clubs, organizations or private lessons that I participate in are ____
_______________________________________________________________________
_______________________________________________________________________
7. My favorite sport is _______________________________________
8. The sports that I play in and out of school are____________________

____________________________________________________
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