Supports a varietyof district PDofferings (e.g.,writes, trains,trains the trainers).Seeks outand isreceptive tofeedback.Maintains apositive andoptimisticattitude.Articulatesalignment ofEarly Learninggoals withoverall campusgoalsDevelops highquality outputacross trainingsand internalprojects.Maintains apositive andoptimisticattitude.Offerssupport onvariousdepartmentprojectsObserves teachingpractices andidentifies whether ornot teachers haveintegrated into theirinstruction.Demonstrates anunderstanding ofeach assessmentused to monitorstudent progress(e.g., how it shouldbe administered, howit relatesPlans andcommunicatesobjectives ofmodel lessonsbased on relationto teacher goals.Aligns withteachers,principals, andCICs onoverarchingcampus and ELgoalsIn coordinationwith teacher,determines mosteffective learningstrategy to employCommunication isclear, coherent,precise, and ispresented inmultiple formats ifneeded to ensureunderstanding.Holds peersand self-accountableto highstandards.Demonstrates anunderstanding ofbest practices andremains abreast ofmost recentresearch, look-for.Model lessonsareaccompanied byopportunity forreflection anddiscussion.Including studentinteractions,studentengagement, andinstructionalstrategies).Reviews all pertinentdata (e.g., CLASS,formative assessment,student portfolios) toidentify whether not therecommendedstrategies have madean impact.Observes teachingpractices andidentifies whether ornot teachers haveintegrated into theirinstruction.Uses valuesto guideperformance,conduct, anddecisions.Holds peersand self-accountableto highstandards.Adheres todistrict anddepartmentpolicies andprocedures.Demonstratescommitmentto educationalexcellence forall students.Acknowledgesmistakes,reflects, andadjustsaccordingly.Supports a varietyof district PDofferings (e.g.,writes, trains,trains the trainers).Seeks outand isreceptive tofeedback.Maintains apositive andoptimisticattitude.Articulatesalignment ofEarly Learninggoals withoverall campusgoalsDevelops highquality outputacross trainingsand internalprojects.Maintains apositive andoptimisticattitude.Offerssupport onvariousdepartmentprojectsObserves teachingpractices andidentifies whether ornot teachers haveintegrated into theirinstruction.Demonstrates anunderstanding ofeach assessmentused to monitorstudent progress(e.g., how it shouldbe administered, howit relatesPlans andcommunicatesobjectives ofmodel lessonsbased on relationto teacher goals.Aligns withteachers,principals, andCICs onoverarchingcampus and ELgoalsIn coordinationwith teacher,determines mosteffective learningstrategy to employCommunication isclear, coherent,precise, and ispresented inmultiple formats ifneeded to ensureunderstanding.Holds peersand self-accountableto highstandards.Demonstrates anunderstanding ofbest practices andremains abreast ofmost recentresearch, look-for.Model lessonsareaccompanied byopportunity forreflection anddiscussion.Including studentinteractions,studentengagement, andinstructionalstrategies).Reviews all pertinentdata (e.g., CLASS,formative assessment,student portfolios) toidentify whether not therecommendedstrategies have madean impact.Observes teachingpractices andidentifies whether ornot teachers haveintegrated into theirinstruction.Uses valuesto guideperformance,conduct, anddecisions.Holds peersand self-accountableto highstandards.Adheres todistrict anddepartmentpolicies andprocedures.Demonstratescommitmentto educationalexcellence forall students.Acknowledgesmistakes,reflects, andadjustsaccordingly.

Early Learning Handbook 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
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
  1. Supports a variety of district PD offerings (e.g., writes, trains, trains the trainers).
  2. Seeks out and is receptive to feedback.
  3. Maintains a positive and optimistic attitude.
  4. Articulates alignment of Early Learning goals with overall campus goals
  5. Develops high quality output across trainings and internal projects.
  6. Maintains a positive and optimistic attitude.
  7. Offers support on various department projects
  8. Observes teaching practices and identifies whether or not teachers have integrated into their instruction.
  9. Demonstrates an understanding of each assessment used to monitor student progress (e.g., how it should be administered, how it relates
  10. Plans and communicates objectives of model lessons based on relation to teacher goals.
  11. Aligns with teachers, principals, and CICs on overarching campus and EL goals
  12. In coordination with teacher, determines most effective learning strategy to employ
  13. Communication is clear, coherent, precise, and is presented in multiple formats if needed to ensure understanding.
  14. Holds peers and self- accountable to high standards.
  15. Demonstrates an understanding of best practices and remains abreast of most recent research, look-for.
  16. Model lessons are accompanied by opportunity for reflection and discussion.
  17. Including student interactions, student engagement, and instructional strategies).
  18. Reviews all pertinent data (e.g., CLASS, formative assessment, student portfolios) to identify whether not the recommended strategies have made an impact.
  19. Observes teaching practices and identifies whether or not teachers have integrated into their instruction.
  20. Uses values to guide performance, conduct, and decisions.
  21. Holds peers and self- accountable to high standards.
  22. Adheres to district and department policies and procedures.
  23. Demonstrates commitment to educational excellence for all students.
  24. Acknowledges mistakes, reflects, and adjusts accordingly.