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