Аңдатпа
This case study examines a major restructuring of faculty working groups within a university’s English for Academic Purposes (EAP) foundation programme in Kazakhstan. The initiative addressed long-standing inefficiencies in faculty service teams, such as classroom material development or assessment. The target areas for improvement include static membership, uneven productivity, and flawed peer review. Drawing on principles of experiential learning and collaborative professional development, a three-stage reform was implemented: annual rotation across teams, reorganization to prioritize high-impact areas, and the creation of an independent piloting group to strengthen quality assurance. Evidence gathered through the author’s critical reflection, indicates that these changes initially enhanced staff morale, broadened professional expertise, and improved the reliability of teaching and assessment materials. A longer term critical evaluation of the initiative revealed some drawbacks. These include leadership fatigue among some faculty members, as well as inefficiencies in communication. A critical reflection highlights the balance between continuity and rotation, and between collegiality and accountability. The study argues that structured role mobility and independent peer evaluation mechanisms can strengthen institutional resilience and teaching quality in EAP contexts. However, it also warns of the potential risks associated with sharing out positions of responsibility too broadly and too quickly The findings offer transferable insights for EAP program leaders seeking to optimize staff development and ensure sustainable, high-quality curriculum delivery.