HOW WE SUPPORT
Professional Learning Designed for Real Classrooms
The Teaching Practice offers flexible support for schools, groups of schools and education programmes. Every engagement begins with the organisation’s goals and context. Support may be delivered as a focused workshop, a series of sessions, coaching, programme design or a longer-term partnership.
HOW WE SUPPORT SCHOOLS
Teacher Professional Development
Our workshops help teachers strengthen specific aspects of everyday practice through active learning. Sessions include clear models, classroom examples, structured discussion, rehearsal and planning for implementation. Content can be adapted for primary, secondary, national-curriculum, international-curriculum or mixed groups.
Suitable For
Whole-school teams, departments, teacher networks, newly qualified teachers, mixed-experience groups and programme cohorts.
Available formats
Two-hour workshops, half-day or full-day programmes, multi-session series, online sessions and blended learning.
HOW WE SUPPORT SCHOOLS
Instructional Coaching
Instructional coaching supports improvement beyond a single training event. Through focused conversations, observation, evidence and manageable action steps, teachers and leaders can examine practice, test strategies and reflect on what changes for learners.
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Coaching may support an individual teacher, a group of teachers, heads of department, instructional leaders or school leadership teams. The process is non-evaluative unless a different arrangement is explicitly agreed. Its purpose is to create a safe, structured space for professional growth.
Possible components
Goal-setting, lesson or planning review, classroom observation, feedback, modelling, co-planning, rehearsal and follow-up reflection.
HOW WE SUPPORT SCHOOLS
School Improvement Support
Some schools need support that connects professional development to broader systems. The Teaching Practice can work with leaders to identify teaching and learning priorities, strengthen professional-learning structures and create practical plans for improvement.
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Support may include professional-development needs analysis, observation and feedback systems, department or team development, curriculum implementation support, teacher induction, professional-learning communities and action planning. The scope should be clearly defined and scaled to the school’s capacity
HOW WE SUPPORT SCHOOLS
NGO and Education Programme Support
The Teaching Practice partners with NGOs, foundations and education programmes to design and deliver teacher-development components that are practical, measurable and aligned with programme goals. We can support a single intervention, a cohort of schools or a wider capacity-building initiative.
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Possible services include training-needs analysis, contextualised workshop design, facilitator guides, train-the-trainer programmes, teacher toolkits, delivery, participant feedback systems, implementation follow-up and concise impact reporting.
HOW WE SUPPORT SCHOOLS
Leadership and Instructional Capacity
Sustainable improvement depends on leaders who can guide teaching and learning. We support heads of department, academic coordinators, instructional leaders and school leaders to develop practical approaches to observation, feedback, coaching, professional conversations and team learning.
HOW WE SUPPORT SCHOOLS
Online Learning
The Online Academy will extend professional learning beyond in-person delivery through free resources, short courses and paid learning programmes. Courses will combine concise explanations, classroom examples, reflection, practical tasks and downloadable tools. The Academy should be designed for teachers accessing content on mobile phones as well as computers.
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
Initial Conversation
We learn about the school or programme, the participants and the intended outcomes.
Needs and Scope
We agree on the priority, format, timeline, responsibilities and evidence of success.
Design and Preparation
Content is selected or customised, and participants receive any preparation instructions.
Delivery
Learning is interactive, focused and connected to classroom application.
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Follow-up
Feedback and agreed evidence are reviewed, and next steps are recommended.