Communication isclear, coherent,precise, and ispresented inmultiple formats ifneeded to ensureunderstanding.Plans andcommunicatesobjectives ofmodel lessonsbased on relationto teacher goals.Acknowledgesmistakes,reflects, andadjustsaccordingly.Offerssupport onvariousdepartmentprojectsReviews all pertinentdata (e.g., CLASS,formative assessment,student portfolios) toidentify whether not therecommendedstrategies have madean impact.In coordinationwith teacher,determines mosteffective learningstrategy to employAligns withteachers,principals, andCICs onoverarchingcampus and ELgoalsIncluding studentinteractions,studentengagement, andinstructionalstrategies).Demonstratescommitmentto educationalexcellence forall students.Supports a varietyof district PDofferings (e.g.,writes, trains,trains the trainers).Observes teachingpractices andidentifies whether ornot teachers haveintegrated into theirinstruction.Articulatesalignment ofEarly Learninggoals withoverall campusgoalsMaintains apositive andoptimisticattitude.Holds peersand self-accountableto highstandards.Seeks outand isreceptive tofeedback.Model lessonsareaccompanied byopportunity forreflection anddiscussion.Observes teachingpractices andidentifies whether ornot teachers haveintegrated into theirinstruction.Develops highquality outputacross trainingsand internalprojects.Demonstrates anunderstanding ofbest practices andremains abreast ofmost recentresearch, look-for.Demonstrates anunderstanding ofeach assessmentused to monitorstudent progress(e.g., how it shouldbe administered, howit relatesMaintains apositive andoptimisticattitude.Adheres todistrict anddepartmentpolicies andprocedures.Uses valuesto guideperformance,conduct, anddecisions.Holds peersand self-accountableto highstandards.Communication isclear, coherent,precise, and ispresented inmultiple formats ifneeded to ensureunderstanding.Plans andcommunicatesobjectives ofmodel lessonsbased on relationto teacher goals.Acknowledgesmistakes,reflects, andadjustsaccordingly.Offerssupport onvariousdepartmentprojectsReviews all pertinentdata (e.g., CLASS,formative assessment,student portfolios) toidentify whether not therecommendedstrategies have madean impact.In coordinationwith teacher,determines mosteffective learningstrategy to employAligns withteachers,principals, andCICs onoverarchingcampus and ELgoalsIncluding studentinteractions,studentengagement, andinstructionalstrategies).Demonstratescommitmentto educationalexcellence forall students.Supports a varietyof district PDofferings (e.g.,writes, trains,trains the trainers).Observes teachingpractices andidentifies whether ornot teachers haveintegrated into theirinstruction.Articulatesalignment ofEarly Learninggoals withoverall campusgoalsMaintains apositive andoptimisticattitude.Holds peersand self-accountableto highstandards.Seeks outand isreceptive tofeedback.Model lessonsareaccompanied byopportunity forreflection anddiscussion.Observes teachingpractices andidentifies whether ornot teachers haveintegrated into theirinstruction.Develops highquality outputacross trainingsand internalprojects.Demonstrates anunderstanding ofbest practices andremains abreast ofmost recentresearch, look-for.Demonstrates anunderstanding ofeach assessmentused to monitorstudent progress(e.g., how it shouldbe administered, howit relatesMaintains apositive andoptimisticattitude.Adheres todistrict anddepartmentpolicies andprocedures.Uses valuesto guideperformance,conduct, anddecisions.Holds 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. Communication is clear, coherent, precise, and is presented in multiple formats if needed to ensure understanding.
  2. Plans and communicates objectives of model lessons based on relation to teacher goals.
  3. Acknowledges mistakes, reflects, and adjusts accordingly.
  4. Offers support on various department projects
  5. Reviews all pertinent data (e.g., CLASS, formative assessment, student portfolios) to identify whether not the recommended strategies have made an impact.
  6. In coordination with teacher, determines most effective learning strategy to employ
  7. Aligns with teachers, principals, and CICs on overarching campus and EL goals
  8. Including student interactions, student engagement, and instructional strategies).
  9. Demonstrates commitment to educational excellence for all students.
  10. Supports a variety of district PD offerings (e.g., writes, trains, trains the trainers).
  11. Observes teaching practices and identifies whether or not teachers have integrated into their instruction.
  12. Articulates alignment of Early Learning goals with overall campus goals
  13. Maintains a positive and optimistic attitude.
  14. Holds peers and self- accountable to high standards.
  15. Seeks out and is receptive to feedback.
  16. Model lessons are accompanied by opportunity for reflection and discussion.
  17. Observes teaching practices and identifies whether or not teachers have integrated into their instruction.
  18. Develops high quality output across trainings and internal projects.
  19. Demonstrates an understanding of best practices and remains abreast of most recent research, look-for.
  20. Demonstrates an understanding of each assessment used to monitor student progress (e.g., how it should be administered, how it relates
  21. Maintains a positive and optimistic attitude.
  22. Adheres to district and department policies and procedures.
  23. Uses values to guide performance, conduct, and decisions.
  24. Holds peers and self- accountable to high standards.