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

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