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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
Leadership Inspires Others to Do Their Best Sets aside personal needs and inspires others to perform to their best abilities. Provides inspiration by demonstrating to others how to perform at one's best abilities no matter the obstacles. Occasionally inspires others to perform at their best but sometimes allows selfish needs to take precedence. Allows selfish needs to rule all decisions made.
Leadership Is Ethical in Using Influence and Power When in a position of leadership, consistently behaves ethically and with integrity to motivate others to work to their full potential. Often applies integrity and ethical behavior in leadership positions, thereby influencing others to do likewise. Does not always consider ethics or integrity in decisions or actions in positions of leadership. Shows no consideration of integrity or ethical behavior when leading others.
Leadership Contributes to the Success of the Group Consistently requests help at appropriate times and when needed (e.g., knows when to seek help from others or supervisor). Usually requests help when needed (e.g., asking questions after consulting manuals on policies and procedures, knowing when to seek help from others or supervisor). Sometimes requests help when needed (e.g., asks questions before consulting manuals on policies and procedures, sometimes seeks help from others or supervisor). Does not request help when needed (e.g., doesn't ask questions of others or supervisor).
Leadership Uses Interpersonal Skills to Guide Others Effectively communicates and motivates others to solve group problems. Frequently communicates and motivates others to solve group problems. Attempts, but fails to communicate effectively to solve a problem or motivate others. Shows little interest in working with others to solve problems.
Leadership Leverages the Strengths of Others to Accomplish a Goal Consistently encourages and motivates others to use their strengths to contribute to and achieve a common goal. Encourages others to use their strengths to contribute to and achieve a common goal. Gives limited encouragement to others in achieving a common goal. Does not work with others in achieving a common goal.
Observation Pays Attention to Instructions and Procedures Consistently attends to and follows instructions, demonstrations, and procedures. Follows instructions and procedures. Needs occasional reminders to follow instructions and procedures. Rarely pays attention instructions, demonstrations or procedures so cannot follow them.
Observation Is Curious Notices surroundings and is interested in changes within it. Seeks to understand change. Asks questions to clarify. Notices surroundings and shows interests in changes and details within it. Is drawn toward changes and asks pertinent questions. Notices surroundings and changes within it. Asks superficial questions. Pays little attention to surroundings. Doesn't express interest in changes.
Observation Observes Critically Pays attention to details of people and objects in surroundings and makes mental connections to relate to past events or predict future events. Pays attention to people and objects in surroundings and makes mental connections to relate to past events or predict future events. Pays attention to people and objects in surroundings and makes mental connections to determine past events. Can describe people and objects in surroundings but is unable to make mental connections to determine past events.
Perseverance Maintains Focus to Completion of the Project Stays focused consistently, prioritizes tasks, recognizes time constraints of projects, and avoids distractions while meeting deadlines. Develops a timeline for the work to be completed and stays focused throughout the project. Is occasionally off task in regards to accomplishing the project, thus only a portion of it is completed. Is often off task and does not complete the project.
Perseverance Persists In Spite of Setbacks Demonstrates grit to complete the task and is rarely frustrated by setbacks or obstacles. Works to overcome setbacks or obstacles independently. Works to overcome setbacks or obstacles with encouragement or support. Is frustrated when obstacles or mistakes occur and gives up.
Perseverance Goes Beyond Basic Mastery to Gain Expertise Goes beyond basic mastery of skills/curriculum to gain expertise in a variety of situations. Attains mastery of skills/curriculum by exploring and expanding learning opportunities to gain expertise. Attempts to go beyond basic mastery of skills/curriculum by exploring and expanding learning opportunities. Attempts to go beyond basic mastery but does not explore or expand learning opportunities to gain expertise.
Problem Solving Solves Problems Using Mathematics Correctly uses mathematical reasoning and processes to accomplish job-specific tasks without aid (e.g., using geometry and algebra to complete work computations). Correctly uses mathematical reasoning and processes to accomplish job-specific tasks with occasional aid (e.g., using geometry and algebra to complete career computations). Uses mathematical reasoning and processes to accomplish job-specific tasks with occasional errors (e.g., using geometry and algebra to complete career computations). Does not understand how to apply mathematical reasoning and processes to accomplish job-specific tasks (e.g., using geometry and algebra to complete career computations).
Problem Solving Resolves Problems that Arise in Completing Tasks Easily and quickly identifies resources that may help solve a specific problem and applies critical thinking to using that resources effectively. Identifies resources that may help solve a specific problem and applies critical thinking to using that resources correctly. Sometimes identifies resources that may help solve a specific problem but does not apply critical thinking to using that resources. Neither identifies resources that may help solve a specific problem nor applies critical thinking to aid in problem-solving.
Problem Solving Allocates Resources to Meet Needs Consistently plans in advance how much stock can and should be used to complete a project promptly (e.g., portioning meals, making a budget, having correct quantity and type of materials onsite). Correctly figures how much stock can and should be used to complete a project promptly (e.g., portioning meals, making a budget, having correct quantity and type of materials onsite). Often guesses how much stock should be used to complete a project (e.g., portioning meals, making a budget, having correct quantity and type of materials onsite). Does not understand how much stock can and should be used to complete a project (e.g., portioning meals, making a budget, having correct quantity and type of materials onsite).
Problem Solving Analyzes Critical Information Thoroughly evaluates the reliability of the source and the information researched using internal and external validation. Thoroughly evaluates information researched using internal and external validation. Evaluates information researched but not thoroughly. Does not evaluate information.
Problem Solving Uses System Thinking Recognizes and manipulates parts of a system to come together to accomplish tasks. Recognizes how the parts of a system work together to accomplish tasks. Identifies the parts of a system but cannot explain how they work together. Is able to identify only some system parts and loses sight of how they work together.
Problem Solving Explains Rationale of Solutions Always gives a complete rationale for solutions in writing or orally. Gives the rationale for a solution in writing or orally. Gives a partial rational in explanation of solution. Is unable to give a rationale for solution.
Productivity Dresses Appropriately for Workplace Always dresses appropriately (adhering to professional and safety standards following dress code) Dresses appropriately (adhering to professional and safety standards following dress code). Usually dresses appropriately (adhering to professional and safety standards following dress code.) Often dresses inappropriately.
Productivity Is Punctual Always arrives on time, breaks never exceed allocated time. Arrives on time, breaks never exceed allocated time. Usually follows time requirements. Is a frequently late, takes excessive breaks.
Productivity Exhibits High-Quality Work Always meets or exceeds expectations for completion of products or delivery of services. Meets expectations for completion of products or delivery of services. Meets expectations for completion of products or delivery of services with supervision. Struggles to meet expectations for completion of products or delivery of services.

Selected Performance Measures

Select Competency Performance Measure Exemplary Proficient Developing Beginning