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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
Productivity Is Efficient Constantly completes work in least amount of time and using the least amount of resources. Completes work in the least amount of time and using the least amount of resources. Seeks to complete work in least amount of time, is not attentive to conserving resources. Wastes time and resources.
Productivity Is Accurate Always measures, counts, and reports work-related data accurately. Measures, counts, and reports work-related data accurately. Attempts to measure, count, and report work-related data accurately. Occasionally measures, counts, and reports work-related data inaccurately.
Productivity Practices Workplace Safety Follows and models safety standards and instructor and manufacturer guidelines. Follows safety standards and instructor and manufacturer guidelines. Often follows safety standards and instructor and manufacturer guidelines. Often disregards safety standards and instructor and manufacturer guidelines.
Productivity Uses Technology and Tools Appropriately Consistently selects and uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work efficiently and productively. Selects and uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work productively. Selects and uses technological resources (e.g., equipment, machines, tools, electronics) to accomplish work. Rarely selects and uses technological resources correctly (e.g., equipment, machines, tools, electronics) to accomplish work.
Self-control Identifies Emotions Always accurately labels emotions felt and recognizes behaviors in others that indicate emotions. Accurately labels own emotions and often recognizes behaviors in others that indicate emotions. Usually labels emotions felt, but fails to recognize behaviors in others that indicate emotions. Is unable to identify emotions.
Self-control Regulates Emotions Consistently uses self-talk strategies to reduce negative emotions and always adjusts body language and tone of voice to reduce triggering a negative emotional reaction in others. Uses self-talk strategies to reduce negative emotions and usually adjusts body language and tone of voice to reduce triggering a negative emotional reaction in others. Sometimes adjusts body language and tone of voice to control emotions. Fails to control emotions or behaves in a manner that triggers negative emotions in others.
Self-control Acts Responsibly in the Interests of Others Contributes extensively to a community organization or event, thoughtfully reflects on the importance of own actions within the community. Contributes to a community organization or event and reflects on the importance of personal involvement within the community. Participates in, but does not contribute to, a community organization or event and attempts to reflect on personal involvement within the community. Does not contribute to a community organization or event or reflect on the importance of involvement within the community.
Self-control Is Confident Consistently shows body language and conversation that indicates being able to handle new situations. Shows body language and conversation that indicates being able to handle new situations. Occasionally shows body language and conversation that indicates being uncomfortable and unsure in a new situation. Is quiet and reserved in new situations.
Self-direction Sets and Meets Goals Sets measurable goals and action steps to accomplish them. Defines and meets goals using the strategies. Defines goals and strategies but has not met goals. Has goals but no strategies to achieve them.
Self-direction Balances Short- and Long-term Goals Consistently balances short-term and long-term goals Balances short-term and long-term goals. Succeeds sometimes in balancing short-term and long-term goals. Attempts to balance short-term or long-term goals, but without much success.
Self-direction Commits to Lifelong Learning Demonstrates commitment to learning as a lifelong process in all areas of work/school. Demonstrates commitment to learning as a lifelong process. Often sees learning as a lifelong process. Does not see learning as a lifelong process.
Self-direction Maintains Health Seamlessly manages health (e.g., sets fitness goals, eats healthfully) with clear insight on its effect on work-related tasks. Manages health (e.g., sets fitness goals, eats healthfully) and understands its effect on work-related tasks. Minimally manages health, with some effect on negative work-related tasks. Fails to manage health, with resulting negative effect on work-related tasks.
Self-direction Shows Willingness to Take Risks Embraces the idea that attempting/experimenting is an important part of success and approaches opportunities with an understanding that failed attempts are likely. Understands that attempting/experimenting is an important step on the path to success, including failed attempts. Understands that attempting/experimenting is an important step on the path to success but does not understand that this includes failed attempts as well. Does not understand how failed attempts are part of the process that leads to success.
Self-direction Manages Personal Finances Consistently manages spending habits within resources, uses personal financial tools and services effectively. Manages spending habits within resources, uses personal financial tools and services effectively. Is conscious of personal spending but occasionally exceeds resources. Spends personal resources carelessly.
Self-reflection Seeks to Improve Demonstrates strong self-motivation to perform better in all future tasks. Usually shows commitment to self-improvement. Needs regular reminders and support to maintain interest in self-improvement. Shows little interest in or optimism to improve.
Self-reflection Is Aware of Own Thinking Consistently aware of the process used to analyze problems and make decisions. Is aware of process used to analyze problems and make decisions. Shows limited ability to describe process used to make choices and solve problems. Is unaware of or unable to describe the process of making choices.
Self-reflection Invites and Accepts Feedback Consistently invites and incorporates feedback to solve issues effectively. Invites and incorporates feedback effectively. Attempts to incorporate feedback effectively. Attempts to incorporate feedback, but not effectively.
Self-reflection Reflects Critically on Learning Experiences Reflects critically and thoroughly on learning experiences and processes and applies to future work. Reflects critically on learning experiences and processes. Attempts to reflect on learning experiences and processes. Does not reflect on learning experiences and processes.
Self-reflection Sees Consequences of Actions Consistently considers the implications and consequences of actions. Considers the implications and consequences of actions. Occasionally acts in ways that fail to anticipate consequences. Acts impulsively and fails to consider consequences of actions.
Self-reflection Copes with Setbacks and Criticism Consistently copes positively with setbacks and criticism and actively apply these to future endeavors. Copes positively with setbacks and criticism and thinks about the impact on future endeavors. Attempts to cope positively with setbacks and criticism. Attempts to cope with setbacks and criticism, but often in a negative way.

Selected Performance Measures

Select Competency Performance Measure Exemplary Proficient Developing Beginning