Agile Professional Development in ELT: Toward a Dynamic Model

 

An Introductory Note to the Reader      I am not directly involved in teacher training or supervision, but as a curriculum designer and language teacher, I often wonder what can be done for novice teachers who lack what in Spanish we call horas vuelo — literally “flight hours,” as if we teachers were pilots learning through accumulated practice.      After reading another article by Karan Hotwani, I began to see how his ideas on agile learning can be meaningfully applied to the language teaching industry, especially in professional development for teachers working in higher education or cultural centers.

Agile Professional Development in ELT: Toward a Dynamic Model

	Abstract This white paper explores the application of agile professional development (PD) models to the field of English Language Teaching (ELT), focusing on their potential to support novice teachers who may lack extensive classroom experience. Borrowing insights from Hotwani’s (2023) work on agile learning, the paper argues that modular, iterative, and responsive PD can provide teachers with rapid, relevant, and sustainable growth opportunities. The discussion emphasizes the adaptability of agile PD to institutional contexts, including universities and cultural centers with American Spaces, where teaching practices intersect with broader cultural programming. By shifting from static, one-size-fits-all PD to agile, feedback-driven cycles, institutions can foster teacher agency, innovation, and improved learning outcomes.	Keywords: Agile Professional Development, English Language Teaching (ELT), Novice Teachers, Modular Learning, Teacher Agency, Cultural Centers
	Resumen Este documento analiza la aplicación de modelos de desarrollo profesional ágil (PD, por sus siglas en inglés) al campo de la enseñanza del inglés, con énfasis en su potencial para apoyar a docentes novatos que aún carecen de suficientes “horas vuelo” en el aula. Retomando las ideas de Hotwani (2023) sobre el aprendizaje ágil, se plantea que un desarrollo profesional modular, iterativo y flexible puede ofrecer a los docentes oportunidades de crecimiento rápido, pertinente y sostenible. Asimismo, se destaca la utilidad de este enfoque en instituciones de educación superior y centros culturales con American Spaces, donde la enseñanza de idiomas se entrelaza con objetivos culturales más amplios. Al reemplazar la capacitación estática y uniforme por ciclos ágiles y basados en retroalimentación, las instituciones pueden fomentar la agencia docente, la innovación y mejores resultados de aprendizaje.
	Resumo Este documento examina a aplicação de modelos de desenvolvimento profissional ágil (PD) no campo do ensino de inglês, destacando seu potencial para apoiar professores iniciantes que ainda não possuem muitas “horas de voo” em sala de aula. Com base nas ideias de Hotwani (2023) sobre aprendizagem ágil, argumenta-se que um desenvolvimento profissional modular, iterativo e flexível pode oferecer aos docentes oportunidades de crescimento rápido, relevante e sustentável. Além disso, ressalta-se a pertinência desse enfoque em instituições de ensino superior e centros culturais com American Spaces, onde o ensino de línguas se articula a objetivos culturais mais amplos. Ao substituir uma capacitação estática e padronizada por ciclos ágeis e fundamentados em feedback, as instituições podem fortalecer a agência docente, a inovação e os resultados de aprendizagem.

Introduction

In English Language Teaching (ELT), professional development (PD) has long been recognized as a cornerstone of effective language instruction and the correct achievement of communication goals. Yet, traditional PD models often fall short: they tend to be top-down, rigid, and disconnected from the classroom realities teachers face (Darling-Hammond, Hyler, & Gardner, 2017). In contrast, agile professional development offers a more flexible, iterative, and teacher-centered approach. By borrowing principles from agile project management, educators can engage in continuous cycles of teaching reflection, in-class task experimentation, and adaptation of communication objectives. This white paper explores agile PD within ELT, underscoring its potential to make teacher learning more responsive, contextual, and impactful.

The Case for Agile PD in ELT

Traditional teacher PD often consists of one-off workshops, certification programs, or annual conferences that provide limited opportunities for follow-up or real-world application (Avalos, 2011). Such models risk becoming performative rather than transformative. In contrast, agile PD emphasizes ongoing, collaborative, and experiential learning. In this agile context, language professionals actively shape their professional growth by setting small, achievable goals, testing strategies in the classroom, and reflecting on outcomes. As Hotwani (2023) argues in his work on agile learning, static systems quickly become outdated, while agile models “allow educators to constantly adapt to rapidly changing environments” (para. 5). In this way, agile PD empowers educators to remain flexible in the face of shifting curricula, diverse learner populations, and evolving digital tools.

Principles of Agile PD

Agile PD rests on several key principles. First, this type of development prioritizes teacher agency. Rather than receiving prepackaged knowledge, teachers co-construct their learning journey, often through peer collaboration or coaching cycles (Richter, Kunter, Klusmann, Lüdtke, & Baumert, 2019). Second, agile PD values iteration: teachers can experiment with new techniques, reflect on their efficacy, and refine their practice and classroom execution. Third, it encourages responsiveness, adapting PD content to institutional contexts and demands and cultural needs or idiosyncrasies. Hotwani (2023) emphasizes modular design and rapid-update cycles, noting that agility “creates a feedback-rich environment where participants are active in shaping outcomes” (para. 8). These principles resonate strongly with ELT, where local contexts and learner diversity demand adaptable pedagogical strategies for the sake of language learning.

Designing Agile PD for ELT

Building agile PD requires blending instructional design models with learning science. The ADDIE framework provides a structured foundation: analyzing institutional and classroom needs, designing modular and flexible learning units, and embedding iterative cycles of implementation and evaluation. For example, dividing PD into smaller modules reduces cognitive load and enables rapid updates, echoing Hotwani’s (2023) call for Lego-like modularity. Incorporating experiential learning strategies, such as lesson simulations, role plays, and case studies, helps teachers contextualize new practices. Embedding microlearning elements ensures content is digestible and update-ready, while spaced repetition and nudges reinforce adoption over time (Brown, Roediger, & McDaniel, 2014). Finally, applying Kirkpatrick’s four levels of evaluation allows institutions to assess both teacher learning and its impact on student outcomes (Kirkpatrick & Kirkpatrick, 2016).

Kirkpatrick’s Four Levels of Evaluation in ELT

Kirkpatrick Level	Focus	Examples in ELT
Level 1: Reaction	Teachers’ immediate response to PD (e.g., relevance, engagement, satisfaction).	Post-PD surveys on the usefulness of a workshop on communicative teaching.
Level 2: Learning	What teachers actually learned (knowledge, skills, strategies in ELT).	Pre- and post-tests of teachers’ knowledge of task-based learning principles.
Level 3: Behavior	How teachers apply learning in their classrooms (lesson planning, methodology, interaction).	Observation of teachers integrating microlearning or flipped classroom strategies.
Level 4: Results	Impact on student outcomes (language proficiency, engagement, cultural competence).	Improved student exam scores, greater participation, or higher retention in courses.

Motivation and Engagement

A central challenge in PD is sustaining teacher motivation. Keller’s ARCS model (Attention, Relevance, Confidence, Satisfaction) provides a framework to keep PD engaging and meaningful (Keller, 2010). Attention can be captured through interactive tasks to be carried out in the classroom; relevance ensured by linking PD to immediate classroom challenges the teacher may be facing with certain CEFR levels; confidence built through scaffolded practice where a tutor guides the teacher; and satisfaction fostered by celebrating incremental successes included in “progress logs.” Hotwani (2023) cautions against designing PD as mere compliance or “box-checking activity,” emphasizing instead the importance of adaptability and authentic engagement. By integrating motivational strategies, agile PD can inspire teachers to embrace continuous professional learning.

Applications in ELT Contexts

Agile PD can be applied across various ELT contexts, from primary education to higher education and cultural centers. In blended, virtual, or flipped  learning programs, agile PD equips teachers with strategies to integrate technology effectively, experimenting with digital platforms while maintaining learner engagement (Trust, Krutka, & Carpenter, 2016). In bilingual education, agile PD supports teachers in navigating shifting linguistic and cultural demands, creating opportunities for iterative lesson design and reflective practice to help them consolidate “best classroom practices” endorsed by the institutions. In international cultural centers and American Spaces, agile PD ensures that teacher learning aligns with broader institutional goals, including intercultural dialogue and community engagement. By treating PD as dynamic and adaptive, institutions can better serve diverse learner populations.

Challenges and Opportunities

While promising, agile PD is not without challenges when being implemented. Institutions and teachers accustomed to traditional models may resist change, perceiving agile approaches as less structured or harder to evaluate or achieve. Instructors, too, may initially feel overwhelmed by the responsibility for self-directed learning taken directly into their classrooms. However, these challenges can be mitigated through supervisors’ scaffolding, institutional support, and the creation of professional learning communities through a CoP (Community of Practice). As Darling-Hammond, Hyler & Gardner (2017) argue, effective PD must be sustained, collaborative, and contextually relevant. Agile PD fulfills these criteria while adding the benefit of adaptability and responsiveness.

Conclusion

Agile professional development represents a paradigm shift in ELT, moving from static, top-down training toward dynamic, teacher-driven growth in their teaching practice. By embedding iterative cycles of reflection and experimentation, agile PD equips language instructors to respond effectively to the complexities of contemporary classrooms. It not only fosters teacher agency but also aligns professional learning with learner success. As Hotwani (2023) reminds us, agility in learning and teaching is no longer optional; it is essential. In this light, one might recall Pink Floyd’s Another Brick in the Wall (1979), a cultural critique of rigid, dehumanizing education systems. Traditional PD risks making teachers “just another brick in the wall,” constrained by outdated methods and lack of agency. Agile PD, however, offers a way to dismantle that wall, empowering teachers to build more creative, responsive, and humane learning environments for themselves and their students.

📚 References

Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10–20. https://doi.org/10.1016/j.tate.2010.08.007

Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Harvard University Press.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://learningpolicyinstitute.org/product/effective-teacher-professional-development-report

Hotwani, K. (2023). Agile compliance: Keeping pace with changing regulations using rapid-update custom eLearning modules. Upside Learning. https://www.upsidelearning.com/blog/agile-compliance-keeping-pace-with-changing-regulations-using-rapid-update-custom-elearning-modules/

Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. Springer. https://doi.org/10.1007/978-1-4419-1250-3

Kirkpatrick, D. L., & Kirkpatrick, J. D. (2016). Kirkpatrick’s four levels of training evaluation. Association for Talent Development.

Pink Floyd. (1979). Another brick in the wall (Part 2). On The wall [Album]. Harvest Records.

Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2019). Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities. Teaching and Teacher Education, 86, 102922. https://doi.org/10.1016/j.tate.2019.102922

Trust, T., Krutka, D. G., & Carpenter, J. P. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education, 102, 15–34. https://doi.org/10.1016/j.compedu.2016.06.007

Discussion Questions for Supervisors

Instructions:
Read the white paper carefully. Then, as a supervisory team, discuss the following questions and propose at least one actionable step per question. Be prepared to share your conclusions with the larger group.

1.    In what ways could agile professional development address the needs of novice teachers in your institution?

2.    What current PD practices in your context feel most “static” or outdated? How might they be reimagined by using agile principles?

3.    How could modular, microlearning-based PD be adapted to the realities of your institution (e.g., scheduling, teacher workload, or available technology)?

4.    What mechanisms can be created to ensure iterative feedback loops between teachers, supervisors, and curriculum designers?

5.    How could supervisors measure the impact of agile PD not only on teacher growth but also on student outcomes?

6.    What challenges might arise when transitioning from traditional PD models to agile ones, and how can institutions anticipate and mitigate them?

7.    How can cultural programming in American Spaces be integrated into agile PD cycles to enrich both teacher training and student learning?