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

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