Career Readiness

2.0 Career Readiness

Students demonstrate the skills required for employment in their chosen field.

Career readiness may take the form of creativity and innovation, interpersonal skills, leadership, professional ethics, technological competence and flexibility, wellness, problem-solving, and collaboration.

Performance Indicators with Rubrics

The student identifies career interests in alignment with their skill set.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Identifies Potential Career Interests The student does not identify specific career interests or establish meaningful connections between their career choices and their skill set. The student identifies career interests with some meaningful alignment to their skills and interests, but the connections lack depth and specificity. The student identifies career interests and corresponding skill sets, establishing specific connections between career options and relevant skills.

The student uses technology platforms common in the contemporary workplace and appropriate to a given task.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Uses Workplace Technologies The student is not proficient in using or selecting common workplace technology applications and platforms to complete a given task.  The student shows some ability to use common technology platforms in the contemporary workplace, sometimes selecting appropriate tools for given tasks. The student demonstrates the ability to use technology platforms common in the contemporary workplace as needed, selecting and applying appropriate tools to perform given tasks.

The student explains ethical behaviors within a profession or the workplace in general.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Explains Professional Ethics The student does not identify and explain ethical standards or principles within a profession or common to workplace settings. The student explains some ethical behaviors within a profession or common workplace settings, demonstrating a basic understanding of ethical standards and principles, but may not support explanations with details and examples across various workplace scenarios. The student explains ethical behavior within a profession or the workplace in a clear and well-supported way, demonstrating an understanding of key ethical principles and standards across various workplace scenarios.

The student demonstrates professional skills and disposition for their field.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Demonstrates Professional Skills and Disposition (Attitudes) The student does not demonstrate professional skills and disposition appropriate for the workforce or their field, displaying limited adaptability or engaging in unprofessional behaviors. The student displays some professional skills and disposition for their field, meeting some workforce or field expectations to some degree but showing occasional lapses in adaptability or professional behavior. The student demonstrates professional skills and disposition, meeting workforce or field expectations while displaying adaptability, flexibility, and professional behavior.

The student demonstrates professional application skills by producing workforce-appropriate application documents and self-representation profiles aligned with career interests.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Demonstrates Professional Employment Application Skills The student does not develop professional application documentation or profiles, showing a limited understanding of workforce expectations for application documents and self-representation profiles. The student displays some ability to develop clear and organized professional application documentation or profiles, but preparation quality does not reflect careful preparation or appropriate career- or job-specific language. The student develops professional application documentation or profiles, presenting a well-organized and descriptive representation of their skills and experiences with appropriate and effective use of field or industry-relevant language.

The student reflects upon the importance of continuous professional learning and personal self-improvement (life-long learning) in developing one’s career over time.

Performance Indicator Minimal Proficiency Partial Proficiency Proficient
Reflects on Continuous Learning and Career Development The student makes general statements about lifelong learning but does not reflect upon the importance of continuous professional learning and personal self-improvement, demonstrating a limited understanding of the ways lifelong learning contributes to professional and personal development over time. The student offers limited reflection on the importance of continuous professional learning and personal self-improvement but provides limited support or details about the long-term impact on their personal lives and/or careers. The student reflects upon the importance of continuous professional learning and personal self-improvement (life-long learning) in developing one’s career over time, providing a clear recognition of their field's evolving demands and the necessity of professional and personal growth.