Education Success Profile: High school student

This success profile is one in a set of complete functional and behavioral qualities that, when fully realized, can help lead to professional success. View all competencies.

Overview

Most Success Profiles on this site can assist with the interviewing and selection of educational professionals (for example, high school teachers and professors). The high school student profile can be used by secondary school teachers and administrators to better understand the important competencies for student success. The profile was developed around the three primary settings of a high school student: the classroom, group work, and individual study.

Core Competencies

These competencies—originally selected and defined for educators and administrators—can help high school students understand the competencies related to student success.

Action oriented: Performs work with energy and drive; values planning, but will take quick, decisive action when an opportunity presents itself.
Creativity: Generates many new and unique ideas; makes connections among previously unrelated notions; is unafraid to use unorthodox methods; is seen as original and value-added in brainstorming settings.
Drive for results: Pursues everything with energy, drive, and a need to finish; does not give up before finishing, even in the face of resistance or setbacks; steadfastly pushes self and others for results.
Intellectual acumen: Is intelligent and capable; deals with concepts and complexity comfortably; is good at learning and deciphering new knowledge; able to assimilate new skills independently.
Learning on the fly: Learns quickly when facing new problems; analyzes both successes and failures for clues to improvement; experiments and will try anything to find solutions; enjoys the challenge of unfamiliar tasks.
Listening: Practices attentive and active listening; has the patience to hear people out; can accurately restate the opinions of others even when he or she disagrees.
Organizing: Can marshal resources (people, funding, material, support) to get things done; can orchestrate multiple activities at once to accomplish a goal; uses resources effectively and efficiently; arranges information and files in a useful manner.
Personal learning and development: Is personally committed to and actively works to continuously improve himself or herself; recognizes the need to change personal, interpersonal, and managerial behavior; actively seeks feedback.
Planning: Accurately determines the length and difficulty of tasks and projects; sets clear, realistic, and measurable goals; sets priorities and time parameters to accomplish tasks and projects; anticipates roadblocks and develops contingencies to redirect tasks so momentum is not lost.
Time management: Uses his or her time effectively and efficiently; concentrates his or her efforts on the most important priorities; adeptly handles several tasks at once.

Copyright © 1992, 1996, 2001-2003 by Robert W. Eichinger and Michael M. Lombardo. ALL RIGHTS RESERVED. This work is derived from the LEADERSHIP ARCHITECT® Competency Library developed and copyrighted by Robert W. Eichinger and Michael M. Lombardo for Lominger Limited, Inc.