EMPOWERING EDUCATORS
Supporting Teachers.
Strengthening Practice.
Expanding Opportunity.
The Teaching Practice was created to make meaningful professional learning more practical, accessible and connected to the realities of schools. We believe that strengthening education begins with investing in the people who teach.
EMPOWERING EDUCATORS
Our Story
The Teaching Practice grew from years of working in classrooms, supporting teachers and leading teaching and learning across different school contexts. Again and again, the same need became visible: educators wanted professional development that respected their experience, responded to their challenges and gave them strategies they could use immediately
In many schools, professional learning is limited by cost, time, location or access to specialised support. In others, training is available but too general, too theoretical or too disconnected from what teachers face each day. The result is often a gap between what a workshop presents and what changes in the classroom. The Teaching Practice was established to help bridge that gap. Our work brings together classroom experience, instructional coaching, curriculum leadership and evidence-informed practice.
We design learning experiences in which teachers are not passive recipients. They analyse, discuss, rehearse, adapt and plan for implementation in their own settings.​The organisation began with pilot workshops in Ugandan schools, offered as an opportunity to learn directly from educators and gather evidence about what makes professional development useful. Those early partnerships continue to shape our commitment to practical, affordable and high-impact support.
FOUNDER & LEAD FACILITATOR
Meet Natalie
Natalie is an international educator and leader with 15 years of experience across the US and Africa, encompassing classroom teaching, instructional coaching, and curriculum leadership. She holds a bachelor’s in Secondary English Education and a master’s in Human Resource Development, and is currently completing a master’s in Educational Leadership.
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Driven by the belief that educators deserve learning experiences as purposeful as the lessons they create for students, she founded The Teaching Practice. Her mission is to provide practical, high-quality professional development to teachers who might otherwise lack consistent access to growth opportunities.
WHY WE EXIST
Professional Learning That Changes Tomorrow's Lesson
Every child’s learning depends on the knowledge, decisions, and confidence of their teachers. However, continuous improvement requires dedicated time, support, and meaningful learning opportunities.
We expand access to practical, rigorous, and affordable professional learning designed to meet real classroom needs—regardless of a school's resource level. Rather than simply delivering workshops, our long-term mission is to foster sustainable professional-learning cultures where teachers reflect together, leaders champion growth, and schools build lasting internal capacity.
Mission
To strengthen teaching and learning by providing practical, affordable and evidence-informed professional development that helps educators build confidence, improve classroom practice and respond effectively to their learners.
Vision
A future in which every teacher, regardless of location or school resources, can access meaningful professional learning and every school has the capacity to support continuous improvement in teaching.
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OUR PRINCIPLES
​Core Values
Practical
We focus on strategies teachers can understand, adapt and use in real classrooms.
Collaborative
We work with schools and partners rather than imposing one-size-fits-all solutions.​
Respectful
We recognise the experience, knowledge and context of every educator and school.
Accessible
We seek models that extend quality professional learning to schools with different levels of funding and support.
Evidence-informed
We draw on research while testing ideas against classroom realities.
Reflective
We use feedback, evidence and honest review to improve our own practice and help others do the same.
OUR APPROACH
A five-stage cycle of practice and progress
Our professional learning follows a practice-to-progress cycle. We begin by understanding the context and identifying a focused priority. We then model effective practice, create opportunities for participants to analyse and rehearse it, support adaptation to their own classrooms and identify a realistic next step. Where possible, we follow training with reflection, feedback, coaching or evidence of implementation
Listen
Understand the school's context, priorities and pressures.​
Focus
Identify one priority area that will make a visible difference.​
Model and Practise
Analyse strong examples, then rehearse strategies together.
Apply
Teachers implement the strategy in their own classrooms.
Reflect and Grow
Coaching conversations and feedback turn practice into progress.