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

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