Ncis (Niner Clinical Immersion School) Course Checklist For Candidates Semester 1 Checklist (First Semester In The Program) printable pdf download

NCIS (Niner Clinical Immersion School) Course Checklist for Candidates

Semester 1 Checklist (first semester in the program)

Intern Name ____________________

Licensure Area

Semester/Year

NCIS School

____________

District___________________________________________

Directions: Read the ENTIRE checklist of activities. Note that some activities require time and planning with a mentor to

complete. As the candidate completes these activities, mentor teachers verify completion with a signature/date. Candidates

should PLAN accordingly with their mentor teachers to complete the list by December 5/May 5. Candidates submit a copy of

the signed, completed checklist 1) to the Taskstream Field Experiences portfolio for the appropriate semester; and 2) to the

course instructor as directed.

List the information below for all mentor teachers who sign this checklist to verify completion of candidate activities (add rows

as needed).

Mentor Teacher Name

Years of Experience

Primary Content / Grade Level

Mentor Teacher Email

Mentor

Date of

INTAS

Teacher

completion

Activity to complete – CHECKLIST 1

signature

Create a seating chart for at least one of your assigned classes. Plan a casual conversation with as

many students as possible in the first four (4) weeks. Track this on your seating chart (who you

have talked to, who you haven’t, notes on interactions, etc.). Share with your mentor teacher

when you’ve talked to all the students / end of four weeks.

Observation + record: your classroom students, focusing on different developmental states of

learners as well as individual student behavior in the classroom. Record your observations as

directed by your course instructor (this could be used to fulfill a course assignment). Discuss your

observations with your mentor teacher.

Discuss with one teacher the behavior management plan for the students. Ask for a copy of any

rules/ handouts that they share with the students. Pay special attention to emergency procedures

(fire drills, lock downs), discipline policies, and individual classroom rules.

Sit near a student with behavioral needs for at least two class periods and observe the student’s

interactions with others. Record your observations, and afterwards discuss your observations with

the teacher.

Discuss with one teacher how he/she differentiates instruction for students of varied cultural and

linguistic needs in a classroom setting.

After week 3, at the direction of one teacher and with permission, work one-on-one assisting a

student in some capacity with work (e.g., extra tutoring, make-up work assistance, etc.)

With the permission and guidance from two (2) mentor teachers, give concise, clear directions for

Teacher 1:

an assignment or activity to students. REPEAT all directions at least once. Ask the students to

repeat the directions back to you so you verify they have understood. Then release them for their

Teacher 2:

activity.

Go to the NC DPI Curriculum site at

and find the

official standards for your content area. There are many resources available to assist teachers in

planning for instruction. Review this page and the links available thoroughly—explore! Download

a copy of your official NC curriculum standards for your content area / grade level and read

through them.

Ask your teacher/s to direct you to a copy of the district/school pacing guide or other planning

resources available for you to review (textbooks, supplementary materials, etc.). Gather these

relevant resources for use in your own planning (as appropriate).

Ncis (Niner Clinical Immersion School) Course Checklist For Candidates Semester 1 Checklist (First Semester In The Program)

Related Articles

Related forms

Related Categories