Introductory Note to the Reader      For several months now, I have been immersed in the pages of Plutarch. The more I read about Greeks and Romans of antiquity, the more I find myself reflecting on the many dimensions of my own life, as a teacher, as a professional, as a citizen, as a husband. These figures of yesteryear do not remain confined to history; they enter into dialogue with the present. Their virtues, flaws, ambitions, and struggles become mirrors in which I examine my own convictions and practices.      Among them, Themistocles has particularly captured my attention. Perhaps it is because I identify with his beginnings. He did not emerge from an aristocratic lineage of power, nor did he benefit from inherited prestige. Likewise, I do not come from a distinguished family of literary analysts or pedagogists whose names precede mine in the field. Yet, as Themistocles insisted on contributing to Athens despite resistance, I too have chosen to “shout”, to voice my reflections about teaching and literature, even when such perspectives may seem disruptive or unconventional.      I deeply value those who have shared their insights with me along this journey, colleagues, mentors, students, whose dialogues have sharpened my thinking and broadened my horizons. If Plutarch has taught me anything thus far, it is that reflection is a lifelong companion. Time will tell where his writings will continue to lead me, but I sense that these classical lives will remain fertile ground for examining what it means to teach, to lead, and to live with purpose. Jonathan Acuña Solano

Finding One’s Voice in the Classroom: Themistocles, Plutarch, and the Empowerment of New English Teachers

	Abstract Drawing on Plutarch’s portrait of Themistocles, this essay argues that the Athenian statesman offers a compelling model for new English teachers who struggle to find their place in educational communities. Themistocles’ perseverance in the face of social prejudice, his visionary leadership, and his insistence on contributing despite opposition parallel the challenges that novice teachers face when their voices are minimized due to limited experience or nontraditional backgrounds. By analyzing Themistocles’ example and connecting it to contemporary scholarship on reflective teaching, professional identity, and teacher agency, this paper encourages new educators to persist, innovate, and “make noise” in ways that move the field of English language teaching (ELT) forward.	Keywords: Themistocles, Plutarch, Teacher Agency, Professional Identity, Reflective Practice, Novice Teachers, English Language Teaching, ELT
	Resumen Este ensayo, a partir del retrato que Plutarch ofrece de Themistocles, sostiene que el estadista ateniense constituye un modelo significativo para docentes noveles de inglés que buscan su lugar dentro de las comunidades educativas. La perseverancia de Themistocles frente al prejuicio social, su liderazgo visionario y su determinación por contribuir a pesar de la oposición reflejan los desafíos que enfrentan muchos docentes principiantes cuando su voz es minimizada debido a su falta de experiencia o a trayectorias no tradicionales. Al analizar el ejemplo de Themistocles y vincularlo con la investigación contemporánea sobre práctica reflexiva, identidad profesional y agencia docente, este trabajo invita a los nuevos educadores a perseverar, innovar y “hacer ruido” en formas que impulsen el desarrollo del campo de la enseñanza del inglés como lengua extranjera (ELT).
	Resumo Este ensaio, fundamentado no retrato que Plutarch traça de Themistocles, argumenta que o estadista ateniense oferece um modelo inspirador para professores iniciantes de inglês que buscam seu espaço nas comunidades educacionais. A perseverança de Themistocles diante do preconceito social, sua liderança visionária e sua insistência em contribuir apesar da oposição refletem os desafios enfrentados por docentes novatos quando suas vozes são minimizadas por falta de experiência ou por trajetórias não tradicionais. Ao analisar o exemplo de Themistocles e articulá-lo com estudos contemporâneos sobre prática reflexiva, identidade profissional e agência docente, este trabalho encoraja novos educadores a persistirem, inovarem e “fazerem barulho” de maneira construtiva, contribuindo para o avanço do ensino de inglês como língua estrangeira (ELT).

 

📜 Introductory Note to the Reader      My friend Juan Diego Roldán and I went through an experience that closely resembles what is now recognized as the Procrustean Syndrome. We worked under a superior who appeared unable to tolerate the idea that others might know more than he did, perhaps due to his belief that earning a master’s degree from an American university granted him unquestionable authority.      Both Juan Diego and I, having completed our master’s degrees in Costa Rica, each with different areas of specialization, were confident in our academic preparation and professional insight. Nonetheless, we occasionally perceived acts of subtle sabotage or professional resistance.      Whether our perception was entirely accurate or not, we both felt psychologically challenged by the experience, which prompted reflection on how Procrustean behaviors can undermine collegiality and professional growth within educational institutions.

Coping with the Procrustean Syndrome: Guidance for Novice Teachers Facing Uniformity Pressures in Educational Institutions

	📜 Abstract In professional environments, particularly in education, a subtle yet pervasive pressure to conform can emerge. This tendency—to think, act, and teach strictly according to institutional norms—illustrates what psychologists refer to as the Procrustean Syndrome. When individuals in leadership positions perceive others’ abilities or ideas as threatening, they may consciously or unconsciously attempt to limit those individuals’ growth. Such behavior can stifle creativity, discourage initiative, and generate emotional stress among novice teachers who are still building their professional identity. This essay examines the nature of Procrustean Syndrome within educational institutions, analyzes its psychological and organizational effects on beginning educators, and proposes practical recommendations to help them maintain professional integrity, emotional resilience, and a constructive approach to institutional conformity.	📜 Keywords: Procrustean Syndrome, Conformity Pressure, Novice Teachers, Institutional Culture, Psychological Resilience, Workplace Dynamics
	📜 Resumen En muchos entornos educativos existe una presión, a menudo sutil, por ajustarse a normas institucionales rígidas que limitan la creatividad y la diversidad profesional. Este fenómeno, conocido como Síndrome de Procusto, se manifiesta cuando personas en posiciones de poder intentan reducir las diferencias y controlar a quienes sobresalen o proponen ideas nuevas. En el caso de los docentes principiantes, estas dinámicas pueden generar frustración, desmotivación y dudas sobre su propia competencia. El presente ensayo analiza el origen y las características del Síndrome de Procusto en el ámbito educativo, sus repercusiones psicológicas en los docentes noveles y propone estrategias prácticas para afrontar dichas presiones sin perder la autenticidad profesional ni la salud emocional.
	📜 Resumo Em diversos contextos educacionais, observa-se uma pressão sutil para que os professores se adaptem a normas institucionais rígidas que restringem a criatividade e a inovação. Esse fenômeno, conhecido como Síndrome de Procusto, ocorre quando indivíduos em posições de poder tentam limitar ou desvalorizar aqueles que se destacam por suas ideias ou competências. Para os docentes iniciantes, essa situação pode gerar insegurança, frustração e desgaste psicológico. Este ensaio discute a natureza e os efeitos da Síndrome de Procusto no ambiente educacional e apresenta recomendações para que os professores iniciantes desenvolvam estratégias de enfrentamento baseadas na autoconfiança, na resiliência emocional e no diálogo profissional construtivo.

Introduction

The myth of Procrustes from ancient Greek mythology tells of a figure who forced travelers to fit an iron bed: if they were too tall, he cut off their limbs; if too short, he stretched them. In modern discourse, Procrustean Syndrome refers to the tendency of certain individuals in authority or peer groups to suppress or flatten differences, penalizing those who deviate from a prescribed norm, especially those who display talent, initiative, or creativity (Síntesis Nacional, 2018) better fit than this person with authority.

For novice teachers starting their careers, the syndrome may manifest through pressures to teach in uniform ways (not doing what the others are doing), discouragement of innovative methods (that can improve learning results), or marginalization of unique professional ideas (Revista Periodismo del Sur, 2022). Such situations can lead to stress, reduced job satisfaction, and hindered professional development. Understanding and managing these pressures are essential for sustaining motivation and creativity in teaching.

Understanding Procrustean Syndrome in Education

Procrustean Syndrome in educational institutions involves several psychological and social mechanisms.

These elements create environments where innovation is stifled and authentic professional growth becomes difficult or non-existent.

Challenges for Novice Teachers

Novice teachers are particularly vulnerable to Procrustean pressures for several reasons. They are still developing their professional identity and rely heavily on institutional approval for validation and continuity (Revista Periodismo del Sur, 2022). They may also lack experience negotiating organizational politics or articulating their professional philosophy.

Additionally, dependence on senior evaluations can lead to self-censorship, where teachers silence innovative impulses to avoid conflict (AMADAG, 2021). Over time, such self-restraint may produce burnout and hinder the cultivation of critical and reflective teaching practices.

Recommendations for Novice Teachers

Conclusion

The Procrustean Syndrome represents a subtle yet significant challenge in educational environments. For novice teachers, it can erode creativity, confidence, and professional identity. However, through awareness, mentorship, strategic communication, and resilience, educators can learn to navigate conformity pressures effectively. Rather than succumbing to uniformity, novice teachers can demonstrate that innovation and respect for institutional culture can coexist. Educational institutions, in turn, should cultivate cultures that welcome diverse teaching styles, as diversity in pedagogy enriches both teachers and learners.

📚 References

AMADAG. (2021, January 29). Síndrome de Procusto. Retrieved from https://amadag.com/sindrome-de-procusto

MundoPsicologos.com. (2023). Síndrome de Procusto: ¿Por qué odiamos al que sobresale? Retrieved from https://www.mundopsicologos.com/articulos/sindrome-de-procusto-por-que-odiamos-al-que-sobresale

Revista Periodismo del Sur. (2022). En qué consiste el síndrome de Procusto y cómo afecta la vida laboral. Retrieved from https://www.revistaperiodismodelsur.cl/noticias/educacion/salud-y-bienestar/salud/en-que-consiste-el-sindrome-de-procusto-y-como-afecta-la-condicion-psicologica-que-enturbia-la-vida-laboral

Síntesis Nacional. (2018, February 8). El síndrome de Procusto. Retrieved from https://sintesis.com.mx/2018/02/08/el-sindrome-de-procusto

Vizcaíno, C. (2020, October 6). Síndrome de Procusto: ¿Por qué se ataca al que brilla? Vida Sana. Retrieved from https://www.candelavizcaino.es/vida-sana/sindrome-procusto

Am I Experiencing the Procrustean Syndrome at Work?

Am I Experiencing the Procrustean Syndrome at Work by Jonathan Acuña

 

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?