The Royal Ballet School Welcomes New Teaching Staff

Three educators have joined The Royal Ballet School this year: Itziar Mendizabal as Upper School 2nd Year ladies ballet teacher, alumna Leanne Cope at White Lodge, and Eve Kater as White Lodge’s English as an Additional Language specialist.

Itziar Mendizabal brings 15 years of Royal Ballet experience

Itziar Mendizabal now teaches 2nd-year ladies at Upper School after performing as a First Soloist with The Royal Ballet. Her 15-year career encompassed heritage repertoire and works by choreographers such as Christopher Wheeldon and Wayne McGregor.

Mendizabal found Kenneth MacMillan’s choreography particularly fulfilling as an artist. His ballets allowed her to inhabit complex characters through movement. Dancing Tatiana in John Cranko’s Onegin marked a significant career milestone—a role she had long wanted to perform. Years later, she can still recall the emotions from that performance’s curtain call.

Before joining The Royal Ballet, Mendizabal trained with Victor Ullate in Madrid from age 14. Her earlier teacher, Elvira Ubierna, provided foundational training at a small academy. Ullate’s teaching methods shaped Mendizabal’s development, as his approach has influenced numerous dancers throughout his career.

As a teacher, Mendizabal values observing students’ daily progress. She finds satisfaction in recognizing when understanding becomes clear for a dancer—seeing that moment of realization appear. Watching dancers mature artistically whilst contributing to their growth makes teaching rewarding.

Her classes aim to cultivate genuine passion for dance alongside the discipline required for continuous improvement. Mendizabal wants students to develop self-motivation—an internal drive to advance their abilities beyond external requirements.

During her initial weeks at the School, Mendizabal observed the support systems operating behind the scenes. Resources dedicated to student welfare extend across dance training and academics. Mental health programs and injury prevention protocols involve teams working to ensure student wellbeing.

Leanne Cope returns to White Lodge

Alumna Leanne Cope has joined White Lodge’s teaching staff after training at both White Lodge and Upper School. Cope performed with The Royal Ballet before completing the School’s Diploma of Dance Teaching.

Returning to White Lodge as “Miss Cope” feels unusual, though the School retains qualities that made it feel like “Hogwarts for ballet”—a place where staff guide young dancers toward their potential.

Cope’s teaching draws inspiration from instructors throughout her career. Her first ballet teacher, Annette Hind, encouraged young dancers to use imagination beyond physical training. Christopher Carr, the School’s alumnus and Guest Principal Répétiteur, influenced Cope’s approach to teaching repertoire—his methods make choreography memorable through rhythms and songs. Betty Anderton and Jackie Barrett also shaped her teaching philosophy.

Getting to know each dancer as an individual matters to Cope. Dancers learn differently, so discovering what motivates each student helps tailor instruction. Helping someone achieve their aspirations provides one of teaching’s most rewarding aspects. She looks forward to observing dancers’ growth as both young people and artists throughout the school year.

Cope hopes students leave her classes feeling fulfilled mentally, physically, and artistically. She also values sharing contextual knowledge—composers, choreographers, original cast members, premiere dates. Such information enriches dancers’ understanding of the works they perform.

Excitement surrounds the School’s centenary year celebrations. Cope participated in the Royal Opera House reopening as a White Lodge student, but upcoming performances and commemorations will create significant highlights for current students’ performing careers and her own teaching journey.

Eve Kater supports international students

Eve Kater has been appointed White Lodge’s new English as an Additional Language teacher. Originally from Cyprus, Kater brings over 13 years of EAL teaching experience to her role supporting international students.

EAL provision at the School focuses on small group instruction tailored to individual learners. Rather than only in-class support, Kater works with students in smaller groups where personalized attention addresses specific language development needs. She collaborates with subject teachers to help students access the full academic curriculum.

International students commonly encounter challenges adjusting to a new environment. Culture shock and forming friendships across language barriers present hurdles during the transition period. Kater’s approach begins with welcoming students into classrooms, studios, and the boarding community.

A buddy system pairs new international students with peers who share their native language. These buddies help newcomers adapt to routines, settle into daily life, and feel comfortable asking questions. Such peer support eases the adjustment process for students joining from different countries.

Various activities support language development and cultural integration. Kater plans to host an International Day during summer term where students can prepare traditional meals from their home countries. Participants may choose to wear traditional dress and share cultural elements through song or poetry in their native languages. This celebration aims to bring the international community together whilst honoring the diversity students contribute to the School.

Kater’s support helps international students develop confidence in English-speaking environments. Watching students overcome language barriers and thrive academically provides a sense of achievement. Knowing she has contributed to their growing self-esteem and ability to succeed makes the work meaningful.

Building on tradition

These appointments reflect the School’s approach to instruction across artistic and academic disciplines. Mendizabal and Cope bring professional performing experience into studio teaching. Kater’s specialisation ensures international students receive targeted language development support.

Former professional dancers and specialised academic teachers create a support structure that addresses multiple aspects of student development. Dancers benefit from instructors who understand both technical demands of ballet training and broader educational needs of young artists.

With these new staff members, the School continues its nearly 100-year tradition of classical ballet education whilst serving an increasingly international student body. Their varied expertise strengthens the School’s ability to nurture talented young dancers from different backgrounds pursuing ballet careers.