Middle school adolescents are developmentally ready to think about their future career options and goals. However, middle schools often struggle to find the necessary time and resources to devote to career exploration instruction. This study investigated the current state of career exploration instruction at one Mid-Atlantic middle school in order to determine how to improve the way career education is presented at the middle school level.

The collected data encapsulates the perceptions of a professional learning community of five middle school teachers. These teachers collaborated to develop and implement improved standards-based career exploration lessons. Semi-structured interviews were conducted with each member of the PLC in each of three data collection cycles. The study also considered supplementary data including state-approved 21st Century Life and Career standards, and district-level documents such as the school’s instructional schedule, curriculum in career exploration, and professional development calendar. Data analysis was conducted through an inductive process in which abstract themes were narrowed into more comprehensive ones. This was used to form a snapshot of the current status of career exploration instruction at this school, and teacher perceptions of articulating, planning, and collaborating in a PLC to design and implement career exploration lessons. Upon analyzing the data, the study identified four specific themes associated with the sustainable and continuous application of effective career exploration instruction, as well as three key components associated with planning effective career exploration lessons. Based on these findings, this study presents strategic recommendations for school leaders to ensure that access to high-quality, effective instruction in career exploration is made available for all students.