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

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