What it means to be a school
by Delaney Stone
The name of a yoga studio carries weight.
To be a school is to make a clear commitment: teaching is not a static skill, learning does not end with certification, and excellence is cultivated over time through structure, feedback, and relationships.
As Faculty Director, I’ve become increasingly aware that while this commitment has shaped our internal culture for years, we’ve never fully articulated it outward. What follows is an invitation to understand what it means to be (or become) a Down Under teacher, and why that distinction matters.
Teachers who audition with us enter a feedback-driven pathway: auditions are not pass/fail moments, but opportunities for detailed feedback and growth.
As a next step after auditions, select teachers are invited to teach in our community, observed by a teacher leader who provides detailed notes and guidance. Subbing opportunities follow, during which we actively gather student feedback from a community that deeply values teaching quality. Also, we often recommend teachers continue to build their skills through a 300-hour Teacher Training Program, whether at Down Under or elsewhere. Only after all the feedback from multiple resources and perspectives has been received, integrated, and reflected in the teaching do we "graduate" teachers to a regular class on the schedule.
Being a school means ongoing learning is a core expectation, not an afterthought.
Every teacher at Down Under, regardless of tenure, is understood to be in an ongoing relationship with their craft. Teaching here is not about having arrived; it is about continuing to refine. Language sharpens. Sequencing evolves. Awareness deepens. Student experience becomes more nuanced.
This belief is what led us to formalize the next evolution of our faculty education– mentorship. Mentorship at Down Under is rooted in one of the oldest and most respected educational traditions, teachers learning through relationships. Our new mentorship program brings this lineage-forward learning into a clear, professional, and accessible structure.
In an industry which can emphasize speed, scale, and personality, choosing to be a school reflects a thoughtful commitment to depth and quality. It allows us to protect the student experience. It allows teachers to grow with integrity. And it creates a faculty culture grounded in curiosity, rigor, and mutual respect.
As a studio, being a school is the difference between good teachers and great teachers. It is the difference between classes that function and classes that transform. It is what attracts educators who are not simply looking for a place to teach, but a place to learn.
To those considering auditioning with us, know that this is a space for teachers who are invested in their education, who value feedback, and who want their teaching to mature over time. To those already here, thank you for participating in a culture that treats teaching as an intellectual, embodied, and evolving practice.
This is what it means to be a school.
