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