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The Life/Career Competencies Framework has been developed to assist teachers in giving students feedback on the development of behaviors that contribute to career readiness. The Framework is the synthesis of several research efforts including work with Model Schools. The Framework includes 17 broad competencies. Each competency is defined by 3-9 specific performance measures. These measures are further defined in a four level rubric of student proificiency. Teachers can select from these performance measures to adapt them as appropriate in rubrics for student projects, creating employabilty profiles, evaluating work-based learning and giving students feedback during instruction.
Competency
Directions: Scroll through performance measures to select those you wish to use in your application. Select items on the left to store in a temporary file of your selected performance measures. Use the buttons below to review and edit your selected performance measures.
Select Competency Performance Measure Exemplary Proficient Developing Beginning
Communication Reads and Interprets Workplace Documents

Reads, interprets, and applies workplace documents correctly and with ease (e.g., instructional manuals, work orders, invoices, memorandums).

Reads, interprets, and applies workplace documents (e.g., instructional manuals, work orders, invoices, memorandums).

Reads but misinterprets and misapplies workplace documents (e.g., instructional manuals, work orders, invoices, memorandums).

Incorrectly reads, interprets, and applies workplace documents (e.g., instructional manuals, work orders, invoices, memorandums).

Communication Writes Clearly in Workplace Documents Consistently writes clearly, uses correct grammar, and understands the intended audience of documents that are produced. Writes clearly, generally using correct grammar, and understands the intended audience of the document produced. Produces a document that is mostly well written but, sometimes uses incorrect grammar, shows general understanding of the intended audience. Produces a document that is unclear, uses incorrect grammar, and shows a misunderstanding of the intended audience.
Creativity Demonstrates Originality and Inventiveness Consistently demonstrates creativity in a variety of situations. Demonstrates creativity in many situation. Demonstrates creativity but does not always understand how to express it. Does not demonstrate creativity.
Creativity Contributes New Ideas Appropriately contributes new and innovative ideas based on reliable resources. Often contributes new and innovative ideas based on known and reliable resources and skills. Contributes some new and innovative ideas based on known resources and skills. Rarely contributes new ideas as skills and resources are not developed enough.
Creativity Uses Idea Creation Techniques Engages in multiple idea creation techniques and fully participates by asking insightful questions and listening well. Engages in idea creation techniques and participates by offering ideas. Listens actively to other group members but does not offer suggestions during the idea creation. Does not actively participate in idea creation.
Creativity Refines and Evaluates Ideas to Improve Does extensive reflection on own ideas and incorporates changes in creative efforts. Reflects on own ideas and incorporates changes in creative efforts to improve the value of the work. Reflects on own ideas and attempts to incorporate changes in creative efforts to improve the value of the work. Has difficulty reflecting on own ideas.
Engagement Participates Actively Consistently provides useful ideas when participating in group and classroom discussions. Provides useful ideas when participating in group and classroom discussions. Sometimes participates in group and classroom discussions. Does not participate in group or classroom discussions.
Engagement Volunteers for New Experiences or Responsibilities Is eager to volunteer for new assignments and experiences. Volunteers for new assignments with little prompting. Usually requires encouragement to volunteer for new experiences and responsibilities. Is reluctant to volunteer for new responsibilities or experiences.
Engagement Extends Time to Continue Working on Tasks Frequently extends the time working to continue a task to completion. Extends the time working to complete tasks. Occasionally extends the time working to complete tasks. Quits working on tasks before completion.
Engagement Shows Emotional Connection to Work Shows passion and strongly identifies with work and success. Shows strong interest and fairly strong identification with work. Has a moderate interest in work. Shows limited interest in work, most focus is on other activities.
Engagement Is Intellectually Challenged Thoroughly enjoys a challenge and perseveres through difficulties. Prefers tasks that require hard work. Works hard on challenging tasks and can be flexible in solving problems as long as it will advance her/his extrinsic goals. Does not seek out deep learning and works hard only when necessary. Does not seek out challenging work.
Information Skills Accesses Information Locates information efficiently from reliable sources. Uses innovative strategies to access needed information. Considers more than one strategy or tool to locate information, research is complete and accurate. Accesses information from multiple sources and recognizes when information is incomplete, but fails to improve research. Conducts simple searches for information which are often inaccurate or incomplete.
Information Skills Accesses and Uses Information in Legal and Ethical Manner Uses various forms of media with a full understanding of appropriate use from both ethical and legal standpoint. Uses common forms of media and complies with basic legal and ethical practices. Uses media but does not always understand the legal or ethical issues involved. Uses media but without consideration of legal or ethical use.
Information Skills Uses Technology to Locate and Evaluate Information Effectively and consistently uses multiple technology tools to collect, organize, evaluate, and/or communicate information. Uses technology effectively as a tool to collect, organize, evaluate, and/or communicate information. Uses popular technology tools to collect and/or communicate information. Attempts to use technology to collect and/or communicate information are ineffective.
Information Skills Analyzes and Evaluates Evidence, Arguments, Claims, and Beliefs Consistently analyzes and evaluates evidence, arguments, claims, and beliefs from valid sources. Analyzes and evaluates evidence, arguments, claims, and beliefs. Accurately identifies valid sources. Is not thorough in analyzing and/or evaluating evidence, arguments, claims, and beliefs. Is unsure of valid online sources. Does an incomplete analysis or evaluation of evidence, arguments, claims, or beliefs. Accepts all online information as fact.
Information Skills Distinguishes Between Information and Opinion Makes the distinctions and connections between information and opinions to support a perspective. Clearly distinguishes between information and opinion. Understands the is a difference between information and opinion, but is unsure to identify their own. Does not understand the difference between information and opinion.
Information Skills Interprets Information and Draws Conclusions Is able to look at complex information and successfully draw conclusions and apply them to the situation. Is able to look at information and successfully draw conclusions. Looks at information and sometimes draws conclusions. Looks at information but rarely draws a conclusion.
Information Skills Uses Media Creation Tools and Conventions Creates products using advanced digital tools to compose, illustrate, and communicate original ideas or research. Creates products using digital tools to compose, illustrate, and communicate information. Attempts to create a product using digital tools to compose, illustrate, and communicate information but does not complete it. Does not understand how to utilize digital tools.
Information Skills Uses Communication and Social Networks Effectively and consistently uses technology, communication, and relationships for information for work tasks (creating, evaluating, and trading knowledge). Uses technology as a tool to communicate and connect with others for information for work tasks (creating, evaluating, and trading knowledge). Uses technology to communicate and connect with others but not use as a tool for work tasks (creating, evaluating, and trading knowledge). Does not utilize technology to communicate and connect with others effectively.
Leadership Takes Initiative Monitors, defines, prioritizes, and complete tasks in a variety of conditions and without oversight. Monitors, defines, prioritizes, and complete tasks without direct oversight. Attempts to monitor, define, prioritize, and complete tasks without direct oversight. Is unable to monitor, define, prioritize, and complete tasks without direct oversight.

Selected Performance Measures

Select Competency Performance Measure Exemplary Proficient Developing Beginning