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

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