is arranged topromoteindividual andgrouplearning.AcademicFeedbackInstructionalPlansTeacher highlightskey concepts andideasand uses them asthe basis to connectother powerfulideas.StandardsandObjectivesQuestioningStudent work israrelycompleted tomeetteacherexpectations.Teacher consistentlyprovides differentiatedsupports andstrategies to ensurestudentshave the opportunity tomaster grade-levelstandards.EngagingStudentsandManagingBehaviorPresentation ofcontent inconsistentlyincludes:noirrelevant, confusing,or nonessentialinformation.The lesson’s structureis coherent, basedon the content, andhas abeginning,middle, andend, with time forreflection to ensurestudent understanding.Feedback is frequentlygiven during guidedpractice, throughoutthe lesson, and duringreview of independentwork assignments.motivatingStudentsStudents areconsistently engagedin theirown learning, and theteacher reinforcesstudents’ initiative tolearn more.ActvitiesandMaterialsThe teacherregularlyreinforces andrewards effort.Questions arerarelysequenced withattention to theinstructionalgoals.AssessmentProblem-SolvingThe teacher engagesstudents in multipletypes of thinking:○ analytical thinking,where studentsanalyze, compare andcontrast, andevaluate and explaininformation;ExpectationsGroupingStudentsRespectfulConditionsThe teacher calls on avariety of studentsto engage differentstudents’ perspectivesand provideopportunities for manystudents to respond.Activities andmaterials include amajority ofthe following:● Content:○ support the lessonobjectives;○ are challenging;The teachersometimesengages studentsin the followingproblem-solvingtypes:○ Abstractionuse a variety ofquestion types andformats to gaugestudent learningandproblem-solving;LessonStructureandPacintEnvironmentTeacherContentKnowledgeTeacherKnowledgeofStudentsThinkingPacing is appropriateand sometimesprovidesopportunities forstudents whoprogress at differentlearning rates.Teacher consistentlyrecognizes andmotivates positivebehaviors and doesnotallow inconsequentialbehavior to interruptthe lesson.Learningobjectives andstate contentstandards*arecommunicated.Teacher and studentsexhibit respect andkindness for theteacher and eachother;classroom is free ofunhealthy conflict,sarcasm, and put-downs.StudentWorkInstructional groupsfacilitateopportunities forstudents to set goals,reflect on, andevaluate theirlearning.There is evidencethat students areprogressing ordemonstratingmastery ofthe objective(s).Feedback fromstudents isused to monitorand adjustinstruction.Assignments are:● always alignedto the rigor anddepth of thestandards andcurriculumcontent.Instructionalplans include:● someevidence of theinternalizationof thePresentingInstructionalContentis arranged topromoteindividual andgrouplearning.AcademicFeedbackInstructionalPlansTeacher highlightskey concepts andideasand uses them asthe basis to connectother powerfulideas.StandardsandObjectivesQuestioningStudent work israrelycompleted tomeetteacherexpectations.Teacher consistentlyprovides differentiatedsupports andstrategies to ensurestudentshave the opportunity tomaster grade-levelstandards.EngagingStudentsandManagingBehaviorPresentation ofcontent inconsistentlyincludes:noirrelevant, confusing,or nonessentialinformation.The lesson’s structureis coherent, basedon the content, andhas abeginning,middle, andend, with time forreflection to ensurestudent understanding.Feedback is frequentlygiven during guidedpractice, throughoutthe lesson, and duringreview of independentwork assignments.motivatingStudentsStudents areconsistently engagedin theirown learning, and theteacher reinforcesstudents’ initiative tolearn more.ActvitiesandMaterialsThe teacherregularlyreinforces andrewards effort.Questions arerarelysequenced withattention to theinstructionalgoals.AssessmentProblem-SolvingThe teacher engagesstudents in multipletypes of thinking:○ analytical thinking,where studentsanalyze, compare andcontrast, andevaluate and explaininformation;ExpectationsGroupingStudentsRespectfulConditionsThe teacher calls on avariety of studentsto engage differentstudents’ perspectivesand provideopportunities for manystudents to respond.Activities andmaterials include amajority ofthe following:● Content:○ support the lessonobjectives;○ are challenging;The teachersometimesengages studentsin the followingproblem-solvingtypes:○ Abstractionuse a variety ofquestion types andformats to gaugestudent learningandproblem-solving;LessonStructureandPacintEnvironmentTeacherContentKnowledgeTeacherKnowledgeofStudentsThinkingPacing is appropriateand sometimesprovidesopportunities forstudents whoprogress at differentlearning rates.Teacher consistentlyrecognizes andmotivates positivebehaviors and doesnotallow inconsequentialbehavior to interruptthe lesson.Learningobjectives andstate contentstandards*arecommunicated.Teacher and studentsexhibit respect andkindness for theteacher and eachother;classroom is free ofunhealthy conflict,sarcasm, and put-downs.StudentWorkInstructional groupsfacilitateopportunities forstudents to set goals,reflect on, andevaluate theirlearning.There is evidencethat students areprogressing ordemonstratingmastery ofthe objective(s).Feedback fromstudents isused to monitorand adjustinstruction.Assignments are:● always alignedto the rigor anddepth of thestandards andcurriculumcontent.Instructionalplans include:● someevidence of theinternalizationof thePresentingInstructionalContent

Louisiana Educator Rubric - 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. is arranged to promote individual and group learning.
  2. Academic Feedback
  3. Instructional Plans
  4. Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.
  5. Standards and Objectives
  6. Questioning
  7. Student work is rarely completed to meet teacher expectations.
  8. Teacher consistently provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards.
  9. Engaging Students and Managing Behavior
  10. Presentation of content inconsistently includes:no irrelevant, confusing, or nonessential information.
  11. The lesson’s structure is coherent, based on the content, and has a beginning,middle, and end, with time for reflection to ensure student understanding.
  12. Feedback is frequently given during guided practice, throughout the lesson, and during review of independent work assignments.
  13. motivating Students
  14. Students are consistently engaged in their own learning, and the teacher reinforces students’ initiative to learn more.
  15. Actvities and Materials
  16. The teacher regularly reinforces and rewards effort.
  17. Questions are rarely sequenced with attention to the instructional goals.
  18. Assessment
  19. Problem-Solving
  20. The teacher engages students in multiple types of thinking: ○ analytical thinking, where students analyze, compare and contrast, and evaluate and explain information;
  21. Expectations
  22. Grouping Students
  23. Respectful Conditions
  24. The teacher calls on a variety of students to engage different students’ perspectives and provide opportunities for many students to respond.
  25. Activities and materials include a majority of the following: ● Content: ○ support the lesson objectives; ○ are challenging;
  26. The teacher sometimes engages students in the following problem-solving types: ○ Abstraction
  27. use a variety of question types and formats to gauge student learning and problem-solving;
  28. Lesson Structure and Pacint
  29. Environment
  30. Teacher Content Knowledge
  31. Teacher Knowledge of Students
  32. Thinking
  33. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
  34. Teacher consistently recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
  35. Learning objectives and state content standards*are communicated.
  36. Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs.
  37. Student Work
  38. Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.
  39. There is evidence that students are progressing or demonstrating mastery of the objective(s).
  40. Feedback from students is used to monitor and adjust instruction.
  41. Assignments are: ● always aligned to the rigor and depth of the standards and curriculum content.
  42. Instructional plans include: ● some evidence of the internalization of the
  43. Presenting Instructional Content