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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
Self-reflection Adapts to Changes

Readily adapts to varied roles, responsibilities, schedules, and contexts under a variety of conditions.

Adapts to varied roles, responsibilities, schedules, and contexts.

Attempts to adapt to varied roles, responsibilities, schedules, and contexts.

Does not attempt to adapt to varied roles, responsibilities, schedules, or contexts.

Social Facility Is Socially Aware Consistently interprets social situations correctly, knows when to approach others. Interprets social situations correctly, knows when to approach others. Usually follows accepted social behaviors and knows when to approach others. Often acts inappropriately socially and interrupts others.
Social Facility Starts Conversation Consistently uses conversation starters such as compliments, questions, and greetings. Uses conversation starters such as compliments, questions, and greetings. Participates in conversations but rarely initiates them. Is reluctant to participate in conversations.
Social Facility Acts in Respectful Manner Always acts respectfully towards others and greets others cordially. Acts respectfully towards others. Usually acts respectfully towards others. Does not always act respectfully towards others.
Social Facility Forms Relationships Makes frequent contact with potential friends, listens, and offers support and assistance regularly. Greets potential friends, listens, and offers support and assistance when needed. Seeks out others and may offer support when needed. Finds it difficult to start or maintain positive relationships.
Social Facility Shows Empathy Consistently puts aside personal viewpoint, always considers the other person's point of view. Is able to put aside personal viewpoint, Regularly sees things from the other person's point of view. Tries to see things from the other person's point of view. Shows little interest in other people's needs or perspectives.
Social Facility Is Open to Different Ideas and Values Appreciates different ideas and seeks out diverse opinions while developing a common understanding. Accepts different ideas and diverse opinions of others. Sometimes considers different ideas. Diverse opinions may or may not be acknowledged. Differences and diverse opinions are rejected and/or ignored and sometimes result in arguments.
Social Facility Acts Appropriately in Multi-cultural Situations Consistently respects cultural differences in verbal and non-verbal communication. Respects cultural differences in verbal and non-verbal communication. May understand cultural differences, but fails to respect differences in conversation. Disregards cultural differences and does not communicate effectively any lack of understanding.
Social Facility Is Assertive Consistently expresses ideas and perspectives without alienating others. Expresses ideas and perspective without alienating others. Offers personal ideas and perspective only when encouraged. Hesitates to offer personal ideas and perspective.
Social Facility Uses personal digital devices appropriately Turns off mobile devices to avoid distraction. Gives priority to social conversation and work rather than mobile device. Gives priority to social conversation rather than mobile device. Occasionally gives preference to mobile devices and ignores social conversation. Constantly uses mobile devices and ignores others in conversation. Mobile device is distraction to work.
Task Responsibility Attends Work/School Shows excellent attendance, rarely absence except for health reasons. Shows regular attendance, only misses work/school for legitimate reasons. Shows good attendance, occasionally misses work/school. Is frequently absent or late to school.
Task Responsibility Works Independently Shows strong ability to work independently with no supervision. Works independently and seeks assistance when needed. Usually works independently with some supervision and support. Needs close supervision to complete work.
Task Responsibility Follows Procedures Consistently and conscientiously follows all established procedures, avoids taking shortcuts or ignoring rules. Follows all established procedures, avoids taking shortcuts or ignoring rules. Usually follows established procedures. Is unaware of and/or ignores procedures.
Task Responsibility Manages Time to Complete Tasks by Deadline Completes work ahead of schedule by creating a plan to finish early. Completes work on time by using time management skills. Completes work on time with reminders and supervision. Rarely completes work on time, fails to use time management skills.
Task Responsibility Responds Appropriately to Supervision Consistently accepts feedback from supervisor and makes adjustments as suggested. Listens to feedback from supervisor and makes adjustments as suggested. Listens to feedback from supervisor and attempts to make adjustments as suggested. Rarely listens to feedback from supervisor or fails to make adjustments as suggested.
Task Responsibility Takes Responsibility for Learning Consistently and accurately completes learning tasks and takes responsibility for work. Usually completes learning tasks and takes responsibility for work not completed. Needs frequent prompting to complete learning tasks. Acts as if learning is something to be endured and barely complies with minimal requirements.
Task Responsibility Is Accountable for Results Always accepts responsibility for results, sees opportunity to learn from failures. Accepts responsibility for results, does not use excuses or blame others. Takes limited responsibility for incomplete work or poor results. Offers excuses. Does not take responsibility for poor work. Uses excuses or blames others.
Task Responsibility Contributes to Well-being of Community Is a strong advocate for the community and always acts in a manner that benefits the community. Understands responsibility of the individual to the community and acts in a manner that benefits the community. Usually considers the well-being of the community even if occasionally acts in self-interest. Favors self-interest over the well-being of the community.
Problem Solving Develops, Follows and Adjusts Plans

Consistently sequences and completes proper steps to accomplish complex tasks and able to make adjustments when necessary.

 

Carefully sequences and completes proper steps to accomplish a complex task.

 

Sequences several steps to complete a complex task.

 

Acts without considering results or waits to be told what steps to take.

 
Problem Solving Forms and Uses Models to Understand

Creates original models to explain complex processes, ideas, and concepts.

 

Creates models to explain complex processes and ideas.

 

Use models to represent common processes, or ideas.

 

Does not create models but can identify models which describe processes or ideas.

 

Selected Performance Measures

Select Competency Performance Measure Exemplary Proficient Developing Beginning