Demonstrates anunderstanding ofbest practices andremains abreast ofmost recentresearch, look-for.Observes teachingpractices andidentifies whether ornot teachers haveintegrated into theirinstruction.Articulatesalignment ofEarly Learninggoals withoverall campusgoalsModel lessonsareaccompanied byopportunity forreflection anddiscussion.Maintains apositive andoptimisticattitude.Seeks outand isreceptive tofeedback.Adheres todistrict anddepartmentpolicies andprocedures.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.Holds peersand self-accountableto highstandards.Holds peersand self-accountableto highstandards.Supports a varietyof district PDofferings (e.g.,writes, trains,trains the trainers).Demonstratescommitmentto educationalexcellence forall students.Acknowledgesmistakes,reflects, andadjustsaccordingly.Uses valuesto guideperformance,conduct, anddecisions.Demonstrates anunderstanding ofeach assessmentused to monitorstudent progress(e.g., how it shouldbe administered, howit relatesAligns withteachers,principals, andCICs onoverarchingcampus and ELgoalsPlans andcommunicatesobjectives ofmodel lessonsbased on relationto teacher goals.Communication isclear, coherent,precise, and ispresented inmultiple formats ifneeded to ensureunderstanding.Maintains apositive andoptimisticattitude.Offerssupport onvariousdepartmentprojectsIn coordinationwith teacher,determines mosteffective learningstrategy to employDevelops highquality outputacross trainingsand internalprojects.Demonstrates anunderstanding ofbest practices andremains abreast ofmost recentresearch, look-for.Observes teachingpractices andidentifies whether ornot teachers haveintegrated into theirinstruction.Articulatesalignment ofEarly Learninggoals withoverall campusgoalsModel lessonsareaccompanied byopportunity forreflection anddiscussion.Maintains apositive andoptimisticattitude.Seeks outand isreceptive tofeedback.Adheres todistrict anddepartmentpolicies andprocedures.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.Holds peersand self-accountableto highstandards.Holds peersand self-accountableto highstandards.Supports a varietyof district PDofferings (e.g.,writes, trains,trains the trainers).Demonstratescommitmentto educationalexcellence forall students.Acknowledgesmistakes,reflects, andadjustsaccordingly.Uses valuesto guideperformance,conduct, anddecisions.Demonstrates anunderstanding ofeach assessmentused to monitorstudent progress(e.g., how it shouldbe administered, howit relatesAligns withteachers,principals, andCICs onoverarchingcampus and ELgoalsPlans andcommunicatesobjectives ofmodel lessonsbased on relationto teacher goals.Communication isclear, coherent,precise, and ispresented inmultiple formats ifneeded to ensureunderstanding.Maintains apositive andoptimisticattitude.Offerssupport onvariousdepartmentprojectsIn coordinationwith teacher,determines mosteffective learningstrategy to employDevelops highquality outputacross trainingsand internalprojects.

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.


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