FISO Bingo for Oakwood - 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 Improvement Team formed to develop, oversee and evaluate the effectiveness and impact of the Annual Implementation Plan
2. The school fosters student motivation and confidence for learning
3. The school ensures productive teacher-student relationships and engagement for learning
4. The school supports and fosters intellectual engagement
5. Emerging
6. Long term financial planning is aligned with strategic direction.
7. The school actively values conflict resolution and peace
8. Partnerships support student confidence in learning and achievement
9. Staff have opportunities to observe skilled colleagues
10. Evolving
11. The school fosters inclusion and engagement
12. At the core is a culture of collaboration and collective responsibility
13. New staff in the school have a thorough induction
14. The school proactively involves students in decision-making.
15. The school has a clear instructional model that is based on research. All teachers follow the model
16. Individuals and teams are open to critically evaluating their practice in a culture of trust
17. Teachers have high expectations of student learning
18. Experienced teachers’ role includes facilitating professional learning
19. The school strengthens the social and emotional wellbeing of students
20. The school addresses the psychological and social wellbeing of students
21. The school takes opportunities to engage with other schools and community organisations
22. School-based professional learning program developed and implemented that supports the school’s identified improvement strategies
23. The school’s vision, values and culture position it for student improvement
24. Strategic resource management
25. Teachers have opportunities to review new strategies, receive feedback and focused coaching to support changes to their practice
26. Effective schools are learning communities.
27. Embedding
28. Quality conversations are led by the principal class.
29. School-based professional learning program developed and implemented that supports the school’s identified improvement strategies
30. Whole-school approach to health, wellbeing, inclusion and engagement
31. Data collection, analysis and evaluation of student learning growth over time
32. The school establishes partnerships
33. The school builds assessment literacy
34. Teachers provide, seek out and receive feedback from peers and school leaders to improve teaching practice
35. School leaders lead whole-school improvement
36. Evolving
37. Staff are familiar with the Annual Implementation Plan (AIP)
38. Explicit use of evidence-based school improvement strategies
39. The leadership team ensures a safe environment
40. Leaders participate in professional and community networks and forums
41. Leaders use a collaborative approach to develop a shared vision for the school
42. The school fosters communication and meaningful partnerships with parents and carers
43. They emphasise that a person’s ability to learn is not fixed and that effective learning strategies can be learned to improve performance.
44. The school promotes student safety and wellbeing
45. The school has a culture of strategic thinking, planning and resource allocation
46. Effective schools set behaviour expectations
47. The school supports students to realise their potential
48. Emerging
49. The school fosters a culture that values and supports ongoing professional learning to evaluate and improve
50. Global citizenship
51. The school addresses the physical health needs of students
52. The school develops parent, carer and family engagement
53. Excelling
54. The school has a culture of high expectations
55. Instructional and shared leadership
56. Evaluating impact on learning
57. Professional learning is informed by the collection, analysis and evaluation of student data
58. Staff are familiar with the school’s School Strategic Plan (SSP)
59. A detailed analysis of student outcomes data enables teachers to support and challenge all students to reach their potential.
60. Building communities
61. Documented curriculum plan, assessment and shared pedagogical approaches
62. Staff use their deep understanding of students’ learning to support them as they navigate greater learning challenges
63. The school has high expectations for learning progress
64. The school takes a whole-school approach and works with community organisations that support mental health.
65. School leaders communicate the vision and values and engage with stakeholders
66. There is a holistic approach to curriculum, pedagogy and assessment
67. Students apply metacognitive strategies to their learning
68. Evolving
69. The school has well-established links with community services for promoting positive health
70. Partnerships support student health and wellbeing
71. The school has partnerships to support student health, wellbeing and achievement
72. Vision, values and culture
73. The school connects student assessment with learning
74. Teachers evaluate and modify their teaching practice
75. Building leadership teams
76. Excelling
77. Professional learning is collaborative
78. Student voice, leadership and agency in own learning is activated
79. Empowering students and building school pride
80. The school invests in time, tools and training to build all staffs' capabilities
81. The leadership team identifies and provides access to appropriate professional learning
82. Moderation of common student assessment tasks
83. Building practice excellence
84. Professional learning is evidence-based and modelled on recognised best practice
85. Intellectual engagement and self-awareness
86. Staff teams regularly observe and provide feedback on their work
87. A whole-school professional learning program is developed and documented.
88. Staff evaluate and modify their practice
89. Embedding
90. The school learning environment promotes acceptance, harmony and respect within and beyond the school community
91. Students set meaningful learning goals and monitor and assess their progress with support from their teachers.
92. Students can track and celebrate their own learning growth
93. Professional learning is ongoing, supported and fully integrated into the culture of the school
94. Staff provide students with targeted feedback
95. All teachers collect rigorous evidence of learning
96. Teachers work in teams to analyse assessment data