This module reframed career development as a longitudinal, developmental process rather than a transactional activity like administering interest inventories. Super's Life-Span Life-Space Theory provided a useful framework for understanding how career trajectories evolve over time and are shaped by personal, social, and structural factors. Holland's RIASEC model offers a practical tool for helping students connect self-knowledge to career pathways, but only when paired with meaningful interpretation and reflection.
The module also made clear that career development requires a coordinated, whole-school effort (counselors, CTE instructors, academic teachers, administrators, and families), each have distinct roles to play. I see now that career development must be sequenced across grade levels, moving students from awareness to exploration to preparation, rather than concentrating it at the end of high school.
I plan to embed career development systematically into my instructional practice rather than treating it as peripheral. I'll use RIASEC-based assessments as a starting point for guided reflection with students, helping them translate results into actionable insights. I'll expand real-world exposure through guest speakers, job shadows, and work-based learning. I'll also establish stronger collaboration with counselors and academic teachers to ensure continuity across students' experiences. Involving parents and gathering ongoing feedback will be part of the process, and I'll adjust based on what I observe and hear from students throughout the year.
