Teacher Toolkit

Equip your students for tomorrow’s careers. Access creative, ready-to-use classroom resources grounded in career development theory.

What this is: A lightweight hub to spark career curiosity and reflection. Use the Teacher Toolkit for classroom flow and the Student Journey for a guided, self-paced experience.

Two Ways to Run It

  • Teacher-led (Toolkit): Use the Quick Start, Lesson Starters, and Discussion Prompts to guide a 30–45 minute lesson. Pull short theory notes (SCCT, Krumboltz, Super) to connect activities to learning outcomes.
  • Student-led (Journey): Students choose a character and move through five interactive steps, with notes that autosave and export.

Before Class (2–5 min)

  • Confirm access to startyourfuture.org and YouTube.
  • If using uploads, have phones or tablets ready (optional).
  • Optionally, preview a character journey to model the flow.

Recommended 30–45 Minute Flow

  1. Explore (Step 1: Notice & Watch): Students jot what resonates, then open a short video in a new tab.
    SCCT: Interests & self-efficacy.
  2. Try Something Small (Step 2): A tiny experiment—check a box, write an observation, optionally upload an image.
    Krumboltz: Planned happenstance & low-stakes action.
  3. Explore Careers (Step 3): Choose one career card, skim skills/pay/outlook, and reflect in the notes area.
    SCCT: Outcome expectations & role models.
  4. Learning Pathways (Step 4): Check 1–2 informal or formal options and describe a next step.
    Super: Life roles & growth across time.
  5. Reflect & Share (Step 5): Mark “Journey Complete,” give a simple rating, and download/email notes for reflection or exit tickets.

Discussion & Reflection (5–10 min)

Use the Classroom Discussion Prompts by theme:

  • SCCT: Confidence, strengths, “surprised myself” moments
  • Krumboltz: Trying, pivoting, saying yes to small opportunities
  • Super: Values, roles, identity, and impact

Evidence & Takeaways

  • Students export notes as PDF or email for artifacts.
  • Step 4 checkboxes and Step 5 completions provide simple participation markers.
  • Theory tags link directly to lesson objectives in the Toolkit.

Extensions (10–20 min or Homework)

  • Do one informal pathway activity now (e.g., tutorial, micro-project) and upload a screenshot in Step 2.
  • Pair-share: one thing I learned + one next action.
  • Revisit another character to compare interests and roles.

Accessibility & Tech Tips

  • All external links open in new tabs; YouTube videos work on most filtered networks.
  • Buttons show disabled/enabled states; notes autosave per character.
  • Mobile menu and layout are optimized for small screens; no login required.

Short, engaging activities to spark curiosity and help students imagine themselves in emerging technology careers. Each activity connects to career development theory and supports both group discussion and individual exploration.

Download

Social Cognitive Career Theory (SCCT)

  • Core concepts: self-efficacy, outcome expectations, interests → choices, performance/learning experiences, supports/barriers (reciprocal).
  • Why it matters: Students build confidence and expectations of success as they try things and get feedback.

EBSCΟ Research Starter


Planned Happenstance Learning Theory

  • Core concepts: curiosity, persistence, flexibility, optimism, capitalize on unexpected opportunities.
  • Why it matters: Helps students recognize and use chance events to shape their paths.

NCDA: Planned Happenstance


Life-Span, Life-Space Theory

  • Core concepts: career is lifelong; multiple “life roles”; self-concept develops over time.
  • Why it matters: Students locate exploration as part of identity growth, not a one-time decision.

NCDA: Life-Span, Life-Space

Use these prompts to guide discussion and reflection across career development stages. Each set connects to a major theory: SCCT, Krumboltz, or Super’s Life-Span/Life-Space Theory.

Self-Efficacy & Interests (Social Cognitive Career Theory – SCCT)

When to use: Early in units or during exploration phases to help students connect personal strengths and curiosities to potential pathways.

Purpose: Build confidence and awareness of capability (“I can do this”) and interest formation.

  • What activities or subjects make you feel most confident or “in flow”?
  • When have you surprised yourself by learning something new or difficult?
  • What kinds of problems do you enjoy solving, even when they’re challenging?
  • Who do you look up to in the world of work or creativity, and why?
  • How might your unique strengths help you succeed in an unfamiliar environment?

Planned Happenstance & Growth Mindset (Krumboltz Theory)

When to use: Before and after “try-it” experiences (e.g., project-based learning, micro-internships, or simulations).

Purpose: Encourage flexibility, curiosity, and the ability to view unexpected outcomes as learning opportunities.

  • What unexpected event or challenge taught you something valuable about yourself?
  • How do you react when plans change or things don’t go as expected?
  • What’s one small experiment you could try this week to learn something new about your interests?
  • Have you ever discovered a new skill by accident? What happened?
  • How might “lucky breaks” actually come from preparation and curiosity?

Roles, Values & Identity (Life-Span, Life-Space Theory – Super)

During middle or late reflection stages, especially when discussing long-term goals or identity beyond specific jobs.

Purpose: Connect students’ evolving identities with the different “roles” they might play over a lifetime (student, creator, friend, community member, worker, etc.).

  • How do your personal values (fairness, creativity, helping others, etc.) show up in your school or community life?
  • What kind of impact do you hope your work will have on others or the world?
  • How do your family, culture, or community shape your ideas about “success”?
  • What roles are most important to you right now? Which might become important in the future?

Connecting Theory to Action (Integrative Reflection)

At the end of a unit or after a reflection activity.

Purpose: Integrate learning across theories—students connect self-awareness (SCCT), adaptability (Krumboltz), and life meaning (Super) to action steps.

  • What’s one small action you can take this month to learn more about a field you’re curious about?
  • Which of your strengths do you want to develop further, and how might you do that?
  • What does “career confidence” mean to you right now?
  • How can you practice being open to new opportunities in your daily life?

💡 Tip for Educators: Use SCCT prompts early in exploration, Krumboltz during project-based learning, and Super prompts when reflecting on identity and purpose. The integrative prompts work well as end-of-unit reflections or journaling activities.