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

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