Leverage Professional Learning to Build Trust and Enhance Teacher Engagement

Abstract

This article describes a structured seven-step professional development (PD) model that was initiated and implemented at the Persian Farsi School (UPF) of the Defense Language Institute Foreign Language Center (DLIFLC). The program intended to improve collaboration, trust, teacher engagement, and instructional effectiveness, and to enhance student learning outcomes. Recognizing the challenge of effectively translating professional learning into classroom practice, this professional development model adopts a systematic approach to meeting faculty needs. It incorporates data-driven needs assessments, targeted training workshops, reflective post-workshop discussions, classroom mentorship, trend analysis and systematic follow-up, best practice sharing, and centralized resources for ongoing learning. Of particular importance to UPF have been the steps related to classroom implementation, mentorship, class observation, and feedback as well as trend analysis and systematic follow-up. Faculty members who participated in this cyclical PD process reported increased engagement, better integration of various teaching methodologies, and improved responsiveness to student feedback. This approach shows potential for replication across DLIFLC programs, directly contributing to the mission of developing combat-ready linguists.