(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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Leading teacher and experienced teachers’ roles and responsibilities include facilitating the school professional learning program
The school has high expectations for learning progress
You had a crush on a teacher
The principal engages the business manager, leadership team and school council to ensure that long term financial planning is aligned with strategic direction.
You thought and still think “shorthand” was a waste of time
The school develops parent, carer and family engagement
Professional learning is collaborative, involving reflection and feedback
Global citizenship
Teachers evaluate and modify their teaching practice
The school builds sustainable futures
Leaders participate in professional and community networks and forums to broaden their knowledge and practice.
The school activates student voice, leadership and agency
Teachers have a collective belief that strong learning growth for all students is enabled by evidence-based pedagogical practice
Planned to get married to your school mate Love
The school has a culture of high expectations
The leadership team identifies and provides access to appropriate professional learning for teachers.
The school has a clear instructional model that is based on research relating to high-impact teaching strategies. All teachers follow the model
Evaluating impact on learning
Wore mufti to school
The school implements consistent and sustained high-impact teaching strategies
The school fosters student motivation and confidence for learning
Setting expectations and promoting inclusion
Building leadership teams
The school has a culture of strategic thinking, planning and resource allocation
Teachers provide, seek out and receive feedback from peers and school leaders to improve teaching practice
Lied to escape a punishment
Students set meaningful learning goals and monitor and assess their progress with support from their teachers.
More than 3 different teachers flogged you.
The school has a culture of high expectations
You sat on the floor in maths class
Quality conversations are led by the principal class.
You dated your junior
The principal ensures that beginning teachers and teachers new to the school have a thorough induction and are supported by experienced mentors.
When teachers have high expectations of student learning, students know they are respected as learners and that teachers believe they can succeed
Teachers use their deep understanding of students’ learning to support them as they navigate greater learning challenges
The school builds assessment literacy
The school strengthens the social and emotional wellbeing of students
Vision, values and culture
Professional learning is evidence-based and modelled on recognised best practice
Building practice excellence
School leaders lead whole-school improvement
The school monitors and evaluates its practice
School leaders communicate the vision and values and engage with stakeholders
You dated your classmate
There is a holistic approach to curriculum, pedagogy and assessment
You destroyed School / teacher’s property
Students apply metacognitive strategies to their learning
You rode in APSS school bus in JSS
The school invests in time, tools and training to build all teachers’ capability in student assessment and targeted teaching.
The school proactively involves students in decision-making.
You fought your junior
They emphasise that a person’s ability to learn is not fixed and that effective learning strategies can be learned to improve performance.
Teachers work in teams to analyse assessment data and monitor students’ learning as part of regular lesson planning and review
Empowering students and building school pride
The school supports students to realise their potential
Professional learning is informed by the collection, analysis and evaluation of student data
Strategic resource management
You fought your senior
You dated your senior
Effective schools set behaviour expectations
The school connects student assessment with learning
You ate progressive fried rice
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.
The leadership team ensures a safe environment
The school learning environment promotes acceptance, harmony and respect within and beyond the school community
Teachers evaluate and modify their teaching practice
The school strategically uses human resources
Students can track and celebrate their own learning growth
Rev. Ogun hit you on your head with his cane
Teachers respond to formative and summative assessment by trialling some high-impact teaching strategies.
The school fosters a culture that values and supports ongoing professional learning to evaluate and improve teaching practice.
All teachers collect rigorous evidence of learning, target their teaching and evaluate the impact of individual, team and school level practice.
Building communities
Staff have consistent understandings and regular engagement with the school’s health, wellbeing, inclusion and engagement policy.
The school promotes student safety and wellbeing
Leaders delegate authority to others to undertake specific activities
Teachers have opportunities to observe skilled colleagues, trial and review new strategies, receive feedback and focused coaching to support changes to their practice
You had a crush on a student
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.
Instructional and shared leadership
Professional learning is ongoing, supported and fully integrated into the culture of the school
The school fosters inclusion and engagement
Skipped a class
The school supports and fosters intellectual engagement
Farted in class
The school addresses the physical health needs of students
Wore wrong shoe / sandal
A rigorous analysis of student achievement informs a sequential curriculum plan
Teaching teams regularly observe and provide feedback on teaching
The school’s vision, values and culture position it for student improvement
The school ensures productive teacher-student relationships and engagement for learning
There is a reflective cycle of planning, teaching and assessment using evidenced based strategies
The school develops policies and practices that ensure it fulfils its obligations to provide a safe learning environment and to minimise risk.
The school actively values conflict resolution and peace
The school takes a whole-school approach and works with community organisations that support mental health.
Teachers provide students with targeted feedback based on informed and timely judgements
Teachers are familiar with the school’s School Strategic Plan (SSP) and Annual Implementation Plan (AIP) and identified areas for improvemen
A detailed analysis of student outcomes data enables teachers to support and challenge all students to reach their potential.
The school addresses the psychological and social wellbeing of students
The school has partnerships to support student health, wellbeing and achievement
Leaders use a collaborative approach to develop a shared vision for the school
Individuals and teams are open to critically evaluating their practice in a culture of trust and with a strong sense of collective efficacy
