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