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

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