Braintrust Scope of Skills

	A	B	C	D	E	F	G	H	I
1		Producer		Problem-Solver		Communicator		Adaptor
2		Repeatedly and consistently generates high quality work.	Works efficiently and understands deadlines.	Define problem and ideate to generate creative solutions.	Evalutes and tests to identify the best solution.	Reads and listens with deep comprehension.	Writes and speaks clearly and precisely.	Learns continuosly, gaining new skills and knowlede to adapt to changing circumstances.	Is able to read and navigate different workplace cultures.

3	9	• Identifies challenging tasks in advance and asks for help in order to meet expectations. • Consistently turns in neat and complete assignments. • Maintains a B, 3.0, 83 average, or makes appropriate progress to mastery.	• Learns to use and regularly uses a system (digital or paper) to manage deadlines and tasks. • Regularly completes all assignments and tasks on time. • Conisistently contributes to group assignments, ensuring team assignments are completed on time..	• Knows and can define the basic steps of the design cycle (empathize, ideate, design, prototype, test, launch) • Uses pattern recognition, abstraction, and decomposition (i.e., tools of computational thinking) to analyze problems and questions, and define them precisely. • Is willing and able to generate ideas, strategies, or possible solutions despite lack of confidence in the topic or particular challenge.	• Uses consistent criteria and evidence/data to choose among different strategies, ideas, theses, or solutions. • Takes an iterative approach to problem solving, attempting multiple solutions or strategies when the first attempt fails.	• Is able to accurately summarize grade level fiction and non-fiction text, identifying the most important details and ideas. • Is able to accurately analyze structure, argument, and evidence in non-fiction text, and theme, character, and narrative arc of fiction text. • Is able to take accurate notes summarizing the most important information and ideas in a short (30 min or less) expert lecture or panel discussion. • Is able to form and pose relevant questions about passages, ideas, or technical explanations that are confusing or unclear. • Is able to answer specific technical questions with help identifying key questions and locating a source.	• Is able to write clear, concise, courteous, and complete emails to teachers and peers to communicate about schoolwork. •Is able to write clear, concise, complete expository essays or memos of two pages or less. • Is able to speak cleaarly and audibly to a a small (class-sized) audience of peers or adults. • Accounts for audience, venue, and occasion when addresssing an audience, adjusting vocabulary, style, and dress intentionally to convey credibility to the audience.	• Expresses desire to learn new things. • Develops the self-awareness to define strengths and weaknesses and seek help and support in areas of weakness. • Is able to locate instructional resources on the internet when presented with a task that requires new skills or knowledge (but may not be able to acquire new skills from those resources). • Asks questions and advice from peers and teachers despite feelings of embarassment or awkwardness.	• Is able work in groups with many different kinds of students. • Is able to adjust behavior, dress, and vocabulary when shifting between school, home, and interactions with industry professionals or visitors. • Willing and able to interact postiively with adults from many different institutions and individual backgrounds.
6	12	• Work product regularly exceeds expectations of teachers, managers, and external audiences. • Also takes pride in quality of work and is personally disappointed when handing in anything but one's best work. • Understands the importance of debugging in computational and non-computational work, always revising and attending to detail before submitting drafts for review by teachers, managers, or external experts. • Understands the importance of clarity and sequential structure, ensuring that work (whether code, essay, presentation, or product) is easy for collaborators and evaluators to understand and review.	• Seeks help well in advance of when the assignment/tasks are due and get help from the most qualified/expert person. • Communicates consistently about progress of long-term projects, keeping gorupmembers, teachers, or managers aware of unforeseen delays and progress towards the goal. • Understands how to prioritize, ensuring the most important projects and assignments are done best, while still meeting expectations on less important tasks. • Regularly uses digital tools to manage time, tasks, and collaborate with others efficiently and effectively.	• Can execute the full design cycle with a team, going from problem to the successful launch of a product that solves the initial problem and/or meets the users needs. • Uses pattern recognition, abstraction, and decomposition (i.e., tools of computational thinking) to analyze problems and define them in a way that allows others to better understand the problem and generate more and better solutions. • Can identify the need for more learning, research or expertise when presented with a novel problem; is able to use newly aquired knoweldge or the expertise of others to generate effective and creative solutions.	• Uses extensive data or evidence to test ideas, solutions, or strategies and identify the best option. • Takes a relentless approach to problem solving, using team members and external resources to work on a problem until a solution is found.	• Is able to accurately summarize any fiction and non-fiction text, identifying the most important details and ideas. • Is able to accurately analyze structure, argument, and evidence in non-fiction text, and theme, character, and narrative arc of fiction text. • Is able to apply a critical lense to any text, using knowledge of the author and context to identify implicit purpose or "hidden" meaning in a text. • Is able to take accurate notes summarizing the most important information and ideas in a short (30 min or less) expert lecture or panel discussion. • Is able to identify and pose questions about ambiguous meaning or unresolved questions in the text, identifying the most important areas for further reading or study. • Is able to learn new skills and understand entirely new concepts by reading technical manuals, listening to podcasts, watching informational videos, and accessing other non-fiction texts.	• Is able to use email, GSuite, Github, Slack, and other communication technologies to communicate effectively about school work, internships, or side projects. •Is able to write clear, concise, complete expository essays or memos of 5-10 pages. • Is able to explain or express complex technical solutions in the form of code or technical writing. • Is able to speak cleaarly and audibly to an audience of any size and composition. • Accounts for audience, venue, and occasion when addresssing an audience, adjusting vocabulary, style, and dress intentionally to convey credibility to the audience. • Prepares notes, outlines, and visuals (slides) for all public speaking engagements and presentations.	• Is able to learn the basics of new programming languages and software without teacher help. • Is able to communicate clearly about strengths and weaknesses, and use strengths and mitigate weaknesses when working on a team. • Is able to recognize when circumstances or relevant facts change, and adjust approach on projects, assignments or professional relationships.	• Is able to successfully manage conflict when working in a group. • Values teammates for their ability to contribute even when personal conflicts arise. • Is able to identify implicit norms and rules of a professional culture (dress code, manners, expectations, and modes of relating among employees). .• Is able to articulate a rationale when rejecting particular norms and rules that overly impose on personal beliefs or identity. • Able to build strong relationships with peers and mentors across race, class, religion, upbringing, gender, experience, age, and other individual traits.