Professional development is supposed to inspire transformation. It’s meant to spark new ideas, refresh teaching practices, and help educators grow. Yet, for many world language teachers, it feels more like a fleeting spark than a steady flame. You attend a workshop, leave energized, and return to your classroom full of new strategies. But then, as the demands of daily teaching pile up, that inspiration fades. The strategies that once seemed game-changing are pushed aside by grading, lesson planning, and the endless cycle of school life.

The issue isn’t with the teachers or their dedication—it’s with the structure of PD itself. One-time workshops, no matter how insightful, rarely provide the depth or sustained support needed to lead to real transformation. Without time to reflect, adapt, and revisit these ideas, even the most motivated educators struggle to integrate new practices into their daily routines.

But what if professional development wasn’t just an event? What if it were a journey—an ongoing process that met teachers where they are, supported them through challenges, and allowed them the time and space to grow continuously?

Moving Beyond the One-and-Done Workshop

The idea of ongoing professional development isn’t revolutionary, but it’s surprisingly rare in practice. Too often, schools invest in big, single-day workshops hoping for a quick fix. While these sessions can provide inspiration, they often lack the follow-through needed for real change.

Real growth requires time, reflection, and community—a support system that encourages teachers to try new strategies, reflect on what works, and adjust as needed.

For language teachers, this continuous growth is even more essential. Mastering approaches like comprehensible input or fostering authentic communication doesn’t happen overnight. It requires experimentation, adaptation, and, perhaps most importantly, collaboration with peers who are navigating similar challenges.

Imagine a different kind of PD experience—one where teachers don’t just learn new strategies but revisit them over time, reflect on their effectiveness, and refine their practice with ongoing support. Instead of leaving a workshop and figuring it out alone, teachers would have access to coaching, collaborative spaces, and regular check-ins to help them integrate new learning into their classrooms.

What Continuous Professional Development Actually Looks Like

Ongoing professional development isn’t about adding more meetings or overloading teachers with extra tasks. It’s about creating space for meaningful growth that naturally fits into the rhythm of teaching.

Coaching is one of the most powerful ways to support sustained growth. In a coaching cycle, teachers work with an instructional coach to identify specific goals tailored to their classroom needs. For example, a teacher might aim to increase student interaction in the target language. The coach then offers personalized feedback, observes lessons, and helps the teacher refine strategies over time. This individualized approach allows teachers to grow at their own pace, with support that feels relevant and actionable.

Collaboration also plays a key role. Professional Learning Communities (PLCs) offer a space for teachers to share ideas, reflect on challenges, and collectively problem-solve. When educators meet regularly to discuss their practice, they gain fresh perspectives and build a sense of shared responsibility for student success. These communities often focus on common goals, such as improving student speaking skills or developing more authentic assessments, creating a supportive network that encourages experimentation and reflection.

For teachers who want to dive deeper, Action Research offers an opportunity to investigate their own classroom practices. A teacher might notice that their students are hesitant to speak in the target language and decide to test new strategies for fostering conversation. By gathering data, reflecting on the results, and adjusting their approach, teachers become researchers in their own classrooms—actively shaping their professional growth through inquiry and evidence-based practice.

Making the Shift: How Schools Can Foster Ongoing Growth

Transforming professional development into a continuous journey doesn’t have to be overwhelming. It starts with small, intentional changes that shift the focus from isolated events to sustained growth.

One of the most important steps is ensuring that teachers have the time and support to engage meaningfully with PD. This might mean setting aside dedicated time during the school day for collaboration, coaching, or reflection. Leadership plays a crucial role here—when school leaders prioritize ongoing growth and invest in support systems like coaching or collaborative planning time, teachers feel empowered to engage fully.

Technology can also help make PD more flexible and accessible. Online communities, virtual coaching sessions, and recorded webinars offer teachers the chance to engage with professional development on their own schedules. These tools can complement in-person support, creating a blended approach that allows for continuous learning without adding unnecessary stress.

Finally, relevance is key. PD must align with the real challenges teachers face in their classrooms. This means involving teachers in the process—asking for their input on topics, allowing them to lead sessions, and creating spaces where their expertise is valued and shared.

Rethinking Growth: A Journey, Not a Destination

Shifting from one-and-done workshops to ongoing professional development isn’t about doing more—it’s about doing better. It’s about recognizing that true growth takes time, reflection, and support. When teachers have the space to collaborate, experiment, and adapt, they don’t just learn new strategies—they transform their practice.

For world language educators, this kind of growth is essential. It allows them to move beyond surface-level changes and create classrooms where students don’t just learn about language—they live it.

So, what’s the first step? It might be as simple as starting a conversation with colleagues, setting a personal growth goal, or advocating for more meaningful PD opportunities in your school. Real change doesn’t happen overnight, but every journey begins with a single step—and the results can be transformative for both teachers and the students they inspire.

About the Author
Michelle Olah is a world language education consultant dedicated to helping schools and educators create proficiency-driven language programs that foster real-world communication skills. With extensive experience in teacher coaching, curriculum design, and professional development, Michelle empowers language teachers to transform their classrooms into spaces of meaningful, student-centered learning.

Let’s Connect
If you’re ready to take your language program to the next level, I’d love to help. Whether you’re looking for personalized coaching, department-wide training, or support in implementing proficiency-based instruction, let’s start a conversation.

📩 Contact me connect@michelleolah.com to see how we can work together. 

Follow me on LinkedIn and Instagram for more tips and insights on language teaching and professional growth.