Untitled Bingo - Call List

(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.

1. School-based professional learning program developed and implemented that supports the school’s identified improvement strategies
2. There is a reflective cycle of planning, teaching and assessment using evidenced based strategies
3. School Improvement Team formed to develop, oversee and evaluate the effectiveness and impact of the Annual Implementation Plan: For Improving Student Outcomes
4. They emphasise that a person’s ability to learn is not fixed and that effective learning strategies can be learned to improve performance.
5. The school works with specialist services involved with individual children who have significant health or learning issues.
6. The principal ensures that beginning teachers and teachers new to the school have a thorough induction and are supported by experienced mentors.
7. The school’s vision, values and culture position it for student improvement
8. The school has high expectations for learning progress
9. Professional learning is ongoing, supported and fully integrated into the culture of the school
10. Teachers work in teams to analyse assessment data and monitor students’ learning as part of regular lesson planning and review
11. Instructional and shared leadership
12. Building leadership teams
13. The school supports and fosters intellectual engagement
14. Professional learning is evidence-based and modelled on recognised best practice
15. The school invests in time, tools and training to build all teachers’ capability in student assessment and targeted teaching.
16. The school implements consistent and sustained high-impact teaching strategies
17. Building practice excellence
18. Teachers provide students with targeted feedback based on informed and timely judgements
19. Leaders use a collaborative approach to develop a shared vision for the school
20. The school fosters student motivation and confidence for learning
21. The school monitors and evaluates its practice
22. A detailed analysis of student outcomes data enables teachers to support and challenge all students to reach their potential.
23. Evaluating impact on learning
24. Professional learning is informed by the collection, analysis and evaluation of student data
25. The school has a culture of high expectations
26. Whole-school approach to health, wellbeing, inclusion and engagement
27. All teachers collect rigorous evidence of learning, target their teaching and evaluate the impact of individual, team and school level practice.
28. Quality conversations are led by the principal class.
29. The school proactively involves students in decision-making.
30. Effective schools are learning communities. At the core is a culture of collaboration and collective responsibility to develop effective and consistent teaching practices and to improve student achievement. Research highlights that the quality of
31. There is a holistic approach to curriculum, pedagogy and assessment
32. The leadership team ensures a safe environment
33. Individuals and teams are open to critically evaluating their practice in a culture of trust and with a strong sense of collective efficacy
34. Global citizenship
35. Teachers have opportunities to observe skilled colleagues, trial and review new strategies, receive feedback and focused coaching to support changes to their practice
36. The principal engages the business manager, leadership team and school council to ensure that long term financial planning is aligned with strategic direction.
37. Explicit use of evidence-based school improvement strategies and teacher professional practice activities
38. The school has a culture of high expectations
39. Teachers respond to formative and summative assessment by trialling some high-impact teaching strategies.
40. Building communities
41. Data collection, analysis and evaluation of student learning growth over time
42. Explicit use of evidence-based school improvement strategies and teacher professional practice activities
43. The school strengthens the social and emotional wellbeing of students
44. The school connects student assessment with learning
45. Empowering students and building school pride
46. Leaders participate in professional and community networks and forums to broaden their knowledge and practice.
47. The school takes opportunities to engage with other schools and community organisations that offer support to individual students in their learning.
48. The school promotes student safety and wellbeing
49. The school ensures productive teacher-student relationships and engagement for learning
50. The school builds sustainable futures
51. The school has a clear instructional model that is based on research relating to high-impact teaching strategies. All teachers follow the model
52. Setting expectations and promoting inclusion
53. The school takes a whole-school approach and works with community organisations that support mental health.
54. Students apply metacognitive strategies to their learning
55. The school actively values conflict resolution and peace
56. Teachers evaluate and modify their teaching practice
57. The school fosters inclusion and engagement
58. Teachers evaluate and modify their teaching practice
59. Professional learning is collaborative, involving reflection and feedback
60. Intellectual engagement and self-awareness
61. The school strategically uses human resources
62. The school develops parent, carer and family engagement
63. Teachers are familiar with the school’s School Strategic Plan (SSP) and Annual Implementation Plan (AIP) and identified areas for improvemen
64. The leadership team identifies and provides access to appropriate professional learning for teachers.
65. Partnerships support student confidence in learning and achievement
66. Leading teacher and experienced teachers’ roles and responsibilities include facilitating the school professional learning program
67. The school fosters a culture that values and supports ongoing professional learning to evaluate and improve teaching practice.
68. The school fosters communication and meaningful partnerships with parents and carers
69. Leaders delegate authority to others to undertake specific activities
70. School-based professional learning program developed and implemented that supports the school’s identified improvement strategies
71. Excelling
72. Student voice, leadership and agency in own learning activated so students have positive school experiences and can act as partners in school improvement
73. Networks with schools, services and agencies
74. Embedding
75. Data collection, analysis and evaluation of student learning growth over time
76. A whole-school professional learning program is developed and documented. An induction program for new teachers introduces them to the professional learning culture of the school.
77. When teachers have high expectations of student learning, students know they are respected as learners and that teachers believe they can succeed
78. A rigorous analysis of student achievement informs a sequential curriculum plan
79. Vision, values and culture
80. Teachers provide, seek out and receive feedback from peers and school leaders to improve teaching practice
81. Documented curriculum plan, assessment and shared pedagogical approaches
82. The school has well-established links with community services for promoting positive health in all students and for supporting specific health needs of individual students including those who are most vulnerable and disadvantaged.
83. Partnerships support student health and wellbeing
84. Students can track and celebrate their own learning growth
85. The school has partnerships to support student health, wellbeing and achievement
86. The school addresses the physical health needs of students
87. Engaging teachers in contemporary high quality professional learning is the most successful way to improve teacher effectiveness. Effective professional learning is collaborative, inquiry focused, embedded in teaching practice and aligned with pr
88. Moderation of common student assessment tasks
89. Strategic resource management
90. The school learning environment promotes acceptance, harmony and respect within and beyond the school community
91. The school establishes partnerships
92. The school develops policies and practices that ensure it fulfils its obligations to provide a safe learning environment and to minimise risk.
93. Effective schools set behaviour expectations
94. The school addresses the psychological and social wellbeing of students
95. Students set meaningful learning goals and monitor and assess their progress with support from their teachers.
96. School leaders lead whole-school improvement
97. School leaders communicate the vision and values and engage with stakeholders
98. The school supports students to realise their potential
99. Evolving
100. Staff have consistent understandings and regular engagement with the school’s health, wellbeing, inclusion and engagement policy.
101. The school builds assessment literacy
102. Teachers have a collective belief that strong learning growth for all students is enabled by evidence-based pedagogical practice
103. Emerging
104. Teachers use their deep understanding of students’ learning to support them as they navigate greater learning challenges
105. The school activates student voice, leadership and agency
106. The school has a culture of strategic thinking, planning and resource allocation
107. Teaching teams regularly observe and provide feedback on teaching