Project Framework: VR Career Exploration

​​Conceptualization

• I identified a gap in career learning for 7th– and 8th‑graders around high‑school pathways and post‑graduation options. To address this, I proposed introducing VR into CTE classrooms to give students immersive, authentic experiences that clarify career choices and expectations.
  
  Goal: Implement VR experiences that enhance career exploration, boost student engagement, and provide realistic workplace simulations.
  
  Vision: Offer immersive industry tours, job‑role simulations, and employer interviews that broaden students’ awareness of high‑school pathways and future careers after graduation.

Proposal

• I created a detailed proposal for CTE directors, coordinators, Technology, and administrators outlining the purpose, benefits, pilot plan, budget, and projected outcomes of VR-based career exploration. The proposal highlights learning objectives, equity considerations, and measurable success criteria.

Research

• I conducted an in-depth literature review of best practices and research on VR in education and career readiness to inform platform choices, pedagogy, and classroom management strategies. Findings guided decisions on accessibility features, vendor privacy, and evidence-based uses for career exploration.

Planning

• Developed a 3-year implementation outline over the VR career-exploration rollout—Year 1 focuses on planning, vendor quotes, procurement approvals, and teacher training; Year 2 centers on classroom implementation with career-interest inventories, research activities, and outreach events like Elective Palooza; Year 3 evaluates outcomes, device lifespan, lesson adjustments, and potential expansion to elementary grades. The plan includes detailed budget and procurement steps, data/privacy checks, training models (vendor-led then teacher-led), and community engagement strategies (Parent Night, PTA, STEM events).

Promotion

• I produced a 10-minute podcast that showcases how Virtual Reality can transform career exploration by giving students immersive, authentic workplace experiences and linking classroom learning to real-world careers using Dr. Harapnuik’s COVA framework (Connecting, Ownership, Voice, Authentic learning).

 

Alignment

• Developed a Fink's 3 Column chart that maps VR project goals to district career-readiness objectives and Texas TEKS for CTE, and established an ambitious, motivating long‑term goal to increase student career awareness and industry engagement through immersive experiences. I used a Big Hairy Audacious Goal (BHAG) to inspire transformational change in classroom practice.

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Understanding (Curriculum Design)

• Used backward-design principles (UbD) to create lesson sequences where VR experiences serve clear learning goals: vocabulary, career tasks, reflection prompts, and assessment items tied to observable student outcomes.

 

Influence (Change Strategy)

• Designed an influencer strategy to identify teacher champions and key influencers (CTE lead teachers, counselors, and industry partners) who can model lessons, mentor peers, and promote adoption across departments.

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Execution (Project Management)

• I created a 4DX Plan (4 Disciplines of Execution) that applied a focused execution plan with clear WIGs (e.g., number of pilot classrooms, teacher readiness targets), leading/lag measures (training completion, student reflection quality), visible scoreboards, and regular check-ins to maintain momentum and accountability.

 

Development (Professional Learning)

• Designed a professional development plan emphasizing hands-on practice in the same VR career scenarios students will use, scenario-based classroom management strategies, quick troubleshooting guides, and follow-up coaching to build teacher competence and confidence.