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