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

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