PL Strategy: Connecting and Communicating Ideas

Empowering CTE Teachers Through Professional Learning to Transform Career Exploration with VR

Career exploration is much more than simply learning about different careers; it’s about opening students’ eyes to a world of endless possibilities that can make their future careers fulfilling and enjoyable. Today’s students grow up immersed in technology—scrolling through TikTok, watching YouTube stars, and connecting through social media. As technology evolves rapidly, it’s crucial that our CTE teachers stay current to avoid being left behind. We need to equip teachers to help students leverage technology beyond traditional online quizzes, enabling them to truly explore their career options. Virtual reality (VR) offers an immersive experience that allows students to explore the inner workings of various professions. But before students can benefit, we must first ensure our teachers are fully prepared to guide them.

To achieve this, we will develop a comprehensive professional learning plan that provides CTE teachers with hands-on training, ongoing support, and collaborative opportunities. This plan will focus on making VR technology accessible and relevant, empowering teachers to confidently integrate it into their teaching and learning practices. By investing in their growth and readiness, we create a foundation for meaningful career exploration experiences that inspire students and prepare them for the future.

Significant and Ongoing Duration
Provide a multi-session PD program spanning several weeks or months. This allows teachers to gradually learn about VR technology, explore career exploration modules, and experiment with integrating it into the classroom. Follow-up sessions let teachers reflect on what worked and troubleshoot challenges.
Ongoing Support During Implementation
Establish a support system including VR tech coaches and peer collaboration groups. Offer timely assistance through virtual office hours, forums, or in-person visits to address specific classroom challenges like managing VR logistics or aligning VR content with career standards.
Active Engagement in Initial Exposure
Begin PD with hands-on VR experiences where teachers try career exploration scenarios themselves. Use interactive workshops combining discussions, role-playing, and collaborative lesson design so teachers actively construct understanding of VR’s potential.
Modeling Effective Practice
Incorporate live demonstrations or video case studies showing teachers how to facilitate VR career exploration sessions, manage student engagement, and connect VR experiences to career education goals. Provide exemplar lesson plans and co-teaching opportunities with VR-experienced educators.
Discipline- and Grade-Level Specific Content
Tailor VR career exploration content to the teachers’ subject areas and student grade levels. For middle and high school teachers, focus on VR modules aligned with career pathways relevant to core subjects (e.g., STEM, arts). For elementary teachers, emphasize broader career awareness and foundational skills using age-appropriate VR experiences.

5 Key principles of effective PL

Effective professional learning doesn’t happen in a one-time presentation but through sessions that span several weeks or even months. Luckily for us, Galena Park I.S.D. has monthly PL sessions built into the district calendar, allowing us to meet this goal. By providing teachers with a more comprehensive approach to learning, we can better meet their needs. This approach enables teachers to learn about VR, try it out in their classrooms, and refine their approach as they progress. Our teachers also need ongoing support, such as peer collaboration, to solve problems and share innovative ideas. The training starts with hands-on experiences where teachers use VR themselves and collaborate to design lessons, making learning active and engaging. It’s essential to demonstrate to teachers exactly how to use VR through live demonstrations or videos, so they feel confident in managing lessons and keeping students engaged.

When teachers see and practice how VR works, they are better prepared to guide their students in exploring careers through immersive experiences in the classroom. Ongoing collaboration and tailored content ensure that learning fits real classroom needs. This model moves professional development beyond passive “sit and get” sessions into active “go and show” learning. This way, teachers grow their skills while making career exploration exciting and meaningful for students.

Alternative Professional Learning Approach Go and Show /Alt PL

Call to Action

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Professional Learning Outline

This training helps career exploration and CTE teachers learn how to use virtual reality (VR) in their classes. It starts by explaining why career exploration is important and how students use technology today. Teachers then get to know VR and how it can give students a real feel for different jobs. The training shows teachers how to plan lessons with VR and manage it in the classroom. Teachers practice using the VR tools and get support along the way. The program also encourages teachers to collaborate, reflect on what’s working, and continually improve, so that students are well-prepared for their futures.

Understanding Career Exploration & Student Technology Use
Explore the broader purpose of career exploration and how students’ digital lives influence their career perceptions.
Introduction to VR and Its Role in Career Exploration
Discover the benefits of VR technology and how it can create immersive career experiences for students.
Integrating VR into Curriculum and Lesson Planning
Develop strategies to align VR activities with curriculum goals and manage VR in the classroom effectively.
Hands-On VR Training and Support
Practice using VR tools, troubleshoot issues, and build confidence in facilitating VR career exploration lessons.
Building Collaboration, Reflection, and Sustainability
Establish peer learning communities, reflect on student impact, and plan for ongoing professional growth and program expansion.

Audience and Their Needs

This training is directly tied to professional planning, providing a clear and structured approach to developing teachers’ skills and confidence in using VR for career exploration. It guides educators through learning new technology, aligning it with curriculum goals, and applying it effectively in the classroom. The plan includes ongoing support, collaboration, and reflection—key components of professional growth—ensuring teachers continuously improve and sustain their practice. Importantly, we aim to make professional learning fun and exciting by employing a hands-on approach with engaging, interactive experiences that inspire teachers and keep them motivated. This carefully phased approach enables schools to strategically integrate innovative tools, such as VR, into career education, aligning with broader professional development goals while using our planning outline.

CTE (Career and Technical Education) Teachers-These educators guide students in exploring various careers and making informed decisions about their future paths. They need clear guidance on engaging students in meaningful, hands-on career learning that goes beyond basic information, utilizing innovative tools like VR to deepen their understanding. Their lesson plans focus on practical skills and are designed to prepare students for the workforce or further education, while remaining engaging and aligned with TEKS standards.
Middle and High School Educators - Our core teachers, who work with students in grades 6–12, play a pivotal and vital role in supporting career readiness alongside academic learning. They will need guidance and resources to align career exploration activities with TEKS and curriculum standards, while helping students connect their coursework to future academic and career choices, and learn about their core material.
School Leaders and Administrators- Principals, department heads, and instructional coaches who support teacher professional development and oversee curriculum implementation. We will need all hands on deck to help us get the word out across the district. While these leaders provide a great deal of support and encouragement for our educators, they, too, will need to be brought on board with the Call to Action and the magnitude of this project. Every little bit helps.
CTE Coordinators (Melissa Jensen & Jesse Cantu) - These amazing coordinators are responsible for planning and delivering training programs to our CTE teachers throughout the district. They do an outstanding job of helping our teachers grow and develop their skills, while also improving student outcomes. They champion for our teachers and students at every turn. They have been a significant support throughout my educational career, and I couldn't think of anyone else I'd want by my side to help me roll out such a gigantic project. They have the students' goals and aspirations at their core. They want to see them succeed and become something amazing. Everything they do is to benefit the students and educators. Their knowledge is precious. Therefore, their participation is crucial to ensuring the project's success.

Who is leading?

Leadership Breakdown

Session 1: Introduction & VR Curriculum Overview

Facilitator: Me
Role: Introduce VR technology, demonstrate device setup and use, present the career exploration curriculum, and set expectations for the PD series.

Session 2: Implementation Strategies & Lesson Planning

Facilitator: Me, CTE Teacher with VR Experience, & CTE Coordinators
Role: Share practical classroom strategies, guide teachers in adapting VR lessons to their specific subjects and student needs, and facilitate hands-on lesson planning activities.

Session 3: Progress Check & Problem Solving

Facilitator: Me, CTE Coordinators, & Peer Mentor or Teacher Leader
Role: Check in during monthly PL sessions and facilitate group discussions to share successes and challenges, encourage peer problem-solving, and provide individualized support where needed. Send out a Google sheet ahead of time to assess how things are going.

Session 4: Mid-Year Reflection & Curriculum Adjustment

Facilitator: Me, CTE Coordinators, & Peer Mentor or Teacher Leader
Role: Lead reflective activities assessing VR integration effectiveness, gather feedback, and coordinate collaborative updates to lesson plans and curriculum alignment.

Session 5: Year-End Review & Future Planning

Facilitator: Me & CTE Coordinators
Role: Oversee evaluation of the year’s VR implementation, celebrate teacher and student successes, and develop plans for scaling and sustaining VR career exploration initiatives.

BHAG (Big Hairy Audacious Goal)

By the end of the school year, all career exploration, CTE, and core teachers serving grades 6–12 will confidently integrate immersive VR career exploration experiences aligned with TEKS and curriculum standards into their instruction. This will empower students to deeply engage with diverse career pathways, make informed academic and career decisions, and develop practical skills for future success—all through hands-on, interactive learning supported by ongoing, fun, and collaborative professional development.

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Schedule/Timeline

This professional learning plan supports CTE teachers in effectively integrating VR career exploration to enhance student understanding of career pathways and skill development.

Phase 1: Curriculum Development & Initial Training (June – August 2025)

June–July 2025: Collaborate with the CTE Department to complete VR curriculum development and finalize the professional learning plan.
August 2025: Conduct initial in-person training sessions with Think Tank and College, Career, and Readiness teachers during district PL days. Introduce VR technology, explore career modules, and provide hands-on practice.

Phase 2: Implementation, Support & Ongoing Training (September 2025 – May 2026)

September – December 2025: Pull teachers one Friday each month during district PL sessions for one-on-one and group trainings. Provide support for troubleshooting, lesson planning, and peer collaboration. Identify teachers needing additional in-class coaching.
January 2026: After the holiday break, hold a collaborative session to review the previous semester’s VR use, discuss successes and challenges, and plan curriculum adjustments for spring.
February – May 2026: Continue monthly check-ins via email and classroom visits. Offer additional one-on-one support during monthly PL Fridays as needed.

Phase 3: Reflection, Review & Planning (May – July 2026)

May 2026: Host a final district-wide PL session to review the year’s VR implementation, gather teacher feedback on successes and challenges, and discuss improvements.
June – July 2026: Analyze feedback, curriculum, and year-in-review notes to refine the VR career exploration program. Prepare for expansion into high school career classes in the next phase.