Implementation Outline

Digital Career Exploration & Mentorship Program

Erica Cedillo
Lamar University
EDLD-5305 Disruptive Innovation in Technology
Professor Kelly Grogan
September 28, 2025

Digital Career Exploration & Mentorship Program:

Three-Year Implementation Plan

I. Introduction

The Digital Career Exploration & Mentorship Program is designed to expand high school students’ access to authentic career pathways while supporting College, Career, and Military Readiness (CCMR). The program combines AI-assisted mentor matching, virtual career simulations, hybrid mentoring, and real-time dashboards for educators to monitor student growth. Together, these tools aim to make career exploration more authentic, equitable, and accessible. Establishing a clear three-year implementation plan ensures schools can start small, evaluate results, and scale responsibly. Research demonstrates that structured mentoring programs improve academic and noncognitive outcomes when thoughtfully implemented (DuBois, Portillo, Rhodes, Silverthorn, & Valentine, 2011). Digital mentoring platforms, when paired with strong human oversight, can enhance relationships and program efficiency (Chan, Rhodes, Spencer, & Keller, 2022). This program provides a roadmap for preparing students for graduation and meaningful postsecondary decisions.

II. Year 1: Launch and Foundations

Objective: Establish program infrastructure, pilot tools, and build stakeholder buy-in.

A. Stakeholder Introduction

Communicate program goals to:

  • District CCMR leads
  • Counselors and ROTC coordinators
  • Teachers and instructional coaches
  • Community partners (industry, higher education, military)
  • Conduct student assemblies introducing career labs, mentorship opportunities, and program relevance to postsecondary success.
  • Administer early interest surveys to collect baseline data and inform AI-assisted mentor matching (DuBois et al., 2011).

B. Professional Development

  1. Workshops
  • Technical onboarding led by district technology specialists.
  • Instructional integration of AI platform and VR career labs led by CCMR coordinators and instructional coaches.
  1. Ongoing Support
    • Monthly PLCs structured to model strategies, provide feedback, and encourage reflective practice.
    • Job-embedded coaching cycles to address real-time classroom challenges (Holstein, McLaren, & Aleven, 2019).

C. Mentor Training

  1. Recruit mentors from local industries, higher education, veterans, and first-generation college graduates.
  2. Training includes:
    • Cultural responsiveness
    • Relationship-building
    • Ethical mentoring practices
  3. Continuous evaluation through check-ins and mentor feedback to maintain program fidelity.

D. Resources to be Secured

  • VR headsets, laptops, software licenses, and dashboards aligned with CCMR indicators.
  • Funding from district CCMR allocations, supplemented by grants and industry/military partnerships.
  • Personnel: program coordinator, data analyst, and mentor recruitment lead.

E. Pilot Phase

  • Implemented at three high schools with approximately 100 students, representing college, career, and military pathways.
  • AI-assisted mentor matching combines algorithmic recommendations with human oversight.
  • Collect baseline data on TSI/SAT prep, ASVAB interest, and CTE enrollment.

F. Early Metrics for Success

  • Quantitative: engagement in simulations, mentor-student contact, FAFSA completion, college applications, industry certification attempts.
  • Qualitative: focus groups with students, mentors, and teachers for iterative program refinement.

III. Year 2: Scaling and Adjustment

Objective: Expand program district-wide while refining systems based on pilot data.

A. Expansion Beyond Pilot Stage

  • Rollout to all district high schools (estimate: 12–15 campuses, ~1,200 students).
  • Onboarding conducted in cohorts to avoid overwhelming staff.
  • Peer mentorship model: Year 1 teachers and coordinators guide new campuses.

B. Adjustments Informed by Year 1 Data

  • AI-assisted mentor matching updated to prioritize student preferences.
  • Mentor training revised to emphasize expectation setting and balancing virtual and in-person interactions.
  • Feedback from focus groups informs VR lab and simulation enhancements.

C. Additional Supports and Resources

  • Technology: laptops and hotspots for students lacking consistent internet/device access (Powers, Musgrove, & Nichols, 2020).
  • Expanded CCMR supports: SAT/TSI bootcamps, FAFSA workshops, ASVAB prep, industry certification opportunities.

D. Strategies to Ensure Equity and Access

  • Diverse mentor recruitment reflecting student demographics.
  • Accessibility review for VR career labs and simulations.
  • Alternative pathways for students with disabilities.

E. Monitoring and Mid-Implementation Evaluation

  • Mid-year review of CCMR indicators: college applications, FAFSA completion, ASVAB participation, credential attempts.
  • Mentor retention data and student focus groups guide targeted professional development.

IV. Year 3: Sustainability and Evaluation

Objective: Embed program into district structures and evaluate impact.

A. Embedding Innovation

  • Mentor sessions integrated into advisory/homeroom periods.
  • VR labs become CCMR credit-bearing opportunities.
  • Embedding promotes visibility, sustainability, and program legitimacy (DuBois et al., 2011).

B. Continuous Improvement

  • Annual PLC cycles and mentor recertification ensure quality.
  • Digital dashboards guide interventions and professional development priorities (Holstein et al., 2019).

C. Evaluation of Impact

  • Academic: college acceptance, FAFSA completion, TSI/SAT gains, ASVAB outcomes, industry certifications.
  • Cultural/organizational: teacher integration, mentor engagement, stakeholder satisfaction.

D. Long-Term Resources and Partnerships

  • Multi-year agreements with industries, higher education, and military partners.
  • Alignment with state-level CCMR initiatives and grant opportunities for sustainability (Powers et al., 2020).

E. Planning for Expansion

  • Prepare pipeline for middle school career exploration.
  • Share three-year outcomes with the district and broader education community to disseminate best practices (American Institutes for Research, 2015).

V. Conclusion

The Digital Career Exploration & Mentorship Program progresses from a small-scale pilot in Year 1 to district-wide expansion in Year 2, and finally, integration into daily practice in Year 3. Each stage emphasizes equity, professional development, and continuous evaluation. With multi-year partnerships, embedded mentorship, and authentic exploration experiences, the program equips students for college, career, and military pathways while fostering a future-focused school culture (DuBois et al., 2011; Chan et al., 2022; Stanton-Salazar, 2011).

References

American Institutes for Research. (2015). Scaling up innovations in education: Lessons learned and promising practices. https://www.ed.gov/sites/ed/files/2022/03/Scaling_Up_Evidence_Based_Practices_i3.pdf

Chan, C. S., Rhodes, J. E., Spencer, R., & Keller, T. E. (2022). Technology-enhanced mentoring: Supporting youth development in the digital age. Child Development Perspectives, 16(1), 34–40. https://doi.org/10.1111/cdep.12412

DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest, 12(2), 57–91. https://doi.org/10.1177/1529100611414806

Holstein, K., McLaren, B. M., & Aleven, V. (2019). Intelligent tutoring goes to school in the big city: Challenges and lessons learned in a large-scale implementation. International Journal of Artificial Intelligence in Education, 29(4), 545–576. https://doi.org/10.1007/s40593-019-00186-1

Powers, S., Musgrove, K., & Nichols, S. (2020). Bridging digital equity gaps in rural education: Technology access and student outcomes. Journal of Research in Rural Education, 36(3), 1–16. https://scholarsjunction.msstate.edu/ruraleducator/vol41/iss1/6

Stanton-Salazar, R. D. (2011). A social capital framework for the study of institutional agents and their role in the empowerment of low-status students and youth. Teachers College Press.