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

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