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

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.


1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
  1. Teacher and students exhibit respect and kindness for the teacher and each other; classroom is free of unhealthy conflict, sarcasm, and put-downs.
  2. Presenting Instructional Content
  3. Actvities and Materials
  4. The teacher regularly reinforces and rewards effort.
  5. Problem-Solving
  6. Instructional Plans
  7. Activities and materials include a majority of the following: ● Content: ○ support the lesson objectives; ○ are challenging;
  8. Environment
  9. The teacher sometimes engages students in the following problem-solving types: ○ Abstraction
  10. Respectful Conditions
  11. Academic Feedback
  12. Student Work
  13. Instructional plans include: ● some evidence of the internalization of the
  14. Questions are rarely sequenced with attention to the instructional goals.
  15. Students are consistently engaged in their own learning, and the teacher reinforces students’ initiative to learn more.
  16. Lesson Structure and Pacint
  17. Instructional groups facilitate opportunities for students to set goals, reflect on, and evaluate their learning.
  18. Feedback from students is used to monitor and adjust instruction.
  19. Teacher Content Knowledge
  20. motivating Students
  21. Assessment
  22. Questioning
  23. Teacher consistently recognizes and motivates positive behaviors and does not allow inconsequential behavior to interrupt the lesson.
  24. Learning objectives and state content standards*are communicated.
  25. Expectations
  26. is arranged to promote individual and group learning.
  27. Engaging Students and Managing Behavior
  28. The teacher engages students in multiple types of thinking: ○ analytical thinking, where students analyze, compare and contrast, and evaluate and explain information;
  29. There is evidence that students are progressing or demonstrating mastery of the objective(s).
  30. Standards and Objectives
  31. 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.
  32. Teacher Knowledge of Students
  33. The teacher calls on a variety of students to engage different students’ perspectives and provide opportunities for many students to respond.
  34. Feedback is frequently given during guided practice, throughout the lesson, and during review of independent work assignments.
  35. Pacing is appropriate and sometimes provides opportunities for students who progress at different learning rates.
  36. Teacher highlights key concepts and ideas and uses them as the basis to connect other powerful ideas.
  37. Presentation of content inconsistently includes:no irrelevant, confusing, or nonessential information.
  38. Student work is rarely completed to meet teacher expectations.
  39. Teacher consistently provides differentiated supports and strategies to ensure students have the opportunity to master grade-level standards.
  40. use a variety of question types and formats to gauge student learning and problem-solving;
  41. Grouping Students
  42. Thinking
  43. Assignments are: ● always aligned to the rigor and depth of the standards and curriculum content.