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

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.


1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
  1. Demonstrates an understanding of each assessment used to monitor student progress (e.g., how it should be administered, how it relates
  2. Maintains a positive and optimistic attitude.
  3. Maintains a positive and optimistic attitude.
  4. Demonstrates commitment to educational excellence for all students.
  5. Holds peers and self- accountable to high standards.
  6. Reviews all pertinent data (e.g., CLASS, formative assessment, student portfolios) to identify whether not the recommended strategies have made an impact.
  7. Plans and communicates objectives of model lessons based on relation to teacher goals.
  8. Uses values to guide performance, conduct, and decisions.
  9. In coordination with teacher, determines most effective learning strategy to employ
  10. Observes teaching practices and identifies whether or not teachers have integrated into their instruction.
  11. Adheres to district and department policies and procedures.
  12. Acknowledges mistakes, reflects, and adjusts accordingly.
  13. Offers support on various department projects
  14. Aligns with teachers, principals, and CICs on overarching campus and EL goals
  15. Demonstrates an understanding of best practices and remains abreast of most recent research, look-for.
  16. Communication is clear, coherent, precise, and is presented in multiple formats if needed to ensure understanding.
  17. Supports a variety of district PD offerings (e.g., writes, trains, trains the trainers).
  18. Seeks out and is receptive to feedback.
  19. Observes teaching practices and identifies whether or not teachers have integrated into their instruction.
  20. Including student interactions, student engagement, and instructional strategies).
  21. Model lessons are accompanied by opportunity for reflection and discussion.
  22. Holds peers and self- accountable to high standards.
  23. Develops high quality output across trainings and internal projects.
  24. Articulates alignment of Early Learning goals with overall campus goals