Curriculum Guide

The goal of Building Business Leaders is to develop exemplary students who:
Brand their uniqueness	Exemplary	Advanced	Average	Inadequate
Brand their uniqueness	Articulate with definition and precision the combination of their leadership strengths and their personal character that creates a unique brand. Their explanation demonstrates remarkable thoughtfulness and relevance to short and long term objectives.	Articulate with high degree of precision some leadership strengths and personal character that creates their brand. Their explanation demonstrates evident thoughtfulness and relevance to short and long term objectives.	Articulate assorted leadership strengths and personal character that creates their brand. Their explanation demonstrates limited thoughtfulness and relevance to short and long term objectives.	Student has difficulty articulating leadership strengths uses superficial explanations of their connection to long term objectives.
Use resources to overcome challenges	Exemplary	Advanced	Average	Inadequate
Use resources to overcome challenges	Lists multiple resources with remarkable level of detail of what the challenge was, their chosen course of action and what the student ultimately learned. They articulate remarkable thoughtfulness with regards their motivation to continue to problem solve despite adversity.	Lists variety resources with some level of detail of what the challenge was, their chosen course of action and what the student ultimately learned. They articulate evident thoughtfulness with regards their motivation to continue to problem solve despite adversity.	Student lists single resources with limited level of detail of what the challenge was and their chosen course of action. They articulate limited thoughtfulness with regards their motivation to problem solve despite adversity.	Student lists single resources with without much detail of the situation. They lack connection to their motivations to problem solve despite adversity.
Leverage co-curricular opportunities	Exemplary	Advanced	Average	Inadequate
Leverage co-curricular opportunities	Student lists multiple experiences (from past or with intent to complete) with remarkable level of detail and with significant connection and clarity to their educational purpose and professional goals.	Student lists variety experiences (from past or with intent to complete) with evident level of detail and with general connection and clarity to their educational purpose and professional goals.	Student lists limited experiences with limited level of detail and with vague connection to their educational purpose and professional goals.	Student addresses one area of opportunity and lacks connection to other areas of profile purpose and goals.
Use teamwork to reach goals	Exemplary	Advanced	Average	Inadequate
Use teamwork to reach goals	Consistently shares original opinions or ideas that consistently build on previous content and the ideas of others. Opinions and ideas consistently move the discussion or task forward, even during conflict.	Consistently shares original opinions or ideas that often build on the ideas of others. Opinions and ideas often move the discussion or task forward, except sometimes when there is conflict.	Sometimes shares original opinions or ideas that sometimes (but not always) build on others ideas and move the discussion or task forward, when conflict is not present.	May or may not share personal thoughts or ideas. What is shared is often repetitive of others’ comments and does not help move the discussion or task forward.
Plan academic and skill development	Exemplary	Advanced	Average	Inadequate
Plan academic and skill development	Identifies several strategies that are consistently appropriate for the situation and nuanced in terms of contextual differences. The strategies consistently result in effective solutions.	Identifies several strategies that range from routine to complex and/or creative and often account for contextual and nuanced differences. The strategies are often a good fit for the situation and often result in effective solutions.	Identifies one to three strategies that may be superficial and routine and sometimes account for contextual and nuanced differences. The strategies are sometimes a good fit for the situation and result in an effective solution.	Student has difficulty naming strategies that are nuanced for different situations. The strategies often do not result in an effective solution.

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