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

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