Alexander Technique Teacher Training Course Prospectus 2007

ADVANCED DIPLOMA OF ALEXANDER TECHNIQUE TEACHING
National Course Code 21369VIC
Provider Code for provision of training to overseas students is 02438J
Registered Training Organisation number 21278
Austudy Approved - Centrelink Institution Reference Number 3P330

The course is accredited by the Australian Society of Teachers of the Alexander Technique (AUSTAT), and the qualification is recognised internationally by all other national affiliated societies.

The course which offers an Advanced Diploma is delivered on behalf of the School for F.M. Alexander Studies which is also the only Australian Alexander training course with government accreditation and with additional accreditation for provision of training for overseas students, who can apply for a three-year student visa to attend the course.

The School for F.M. Alexander Studies is a member of the Australian Council for Private Education and Training (ACPET) and is a member of its Tuition Assurance Schemes for both local and overseas students, which protects all fees paid in advance.

 

Course Aims

The school follows the traditional format of training to teach the Alexander Technique, whereby trainees immerse themselves in an intense process of learning and change over three years.  Whilst providing intensive study of Alexander's writings as the basis of our work, we aim to expose the trainees to the range of interpretations of the work that have developed since Alexander's days.

The Advanced Diploma in the Alexander Technique aims to give trainees a high level of understanding of their own use as the basis of being able to teach others. In the fourth year we also focus on the practical nuts and bolts of establishing a viable Alexander teaching practice.

Class times

The first full time three year component of the course runs for a minimum of 1600 hours. All trainees will attend four classes a week: Monday 5 – 8 p.m., Tuesday from 8.30 a.m. to 12.30 p.m., Thursday 7 to 11 a.m. and Saturday from 11 a.m. to 4 p.m.  On Tuesdays in the second half of the third year class works at a supervised student clinic.  This program may be altered with sufficient notice when we run full day workshops with visiting teachers.  These normally run from 10 a.m. to 5 p.m.

Trainees on student visas will additionally be required to attend on Friday from 10am to noon, plus an extra two hours per week as arranged with the director. This will allow them to cover sections of the course which local trainees will cover in the fourth year.

In the fourth year trainees will attend the school a minimum of five days per term, plus a number of workshop days.

 

Daily Content of Classes

Each day trainees get a turn with a teacher - that is an individual lesson lasting from 15 to 30 minutes.  Apart from the anatomy day we break up into small group classes.  In addition to this each day has a particular focus as follows:

Monday: is an evening focused on structured movement.  At present the evening includes a class looking at the application of the Alexander Technique to Qi Gong.

Tuesday:  Every second Tuesday we have a 2 hour anatomy class.  Every other Tuesday is a general work day when trainees mostly get a longer turn and we run two to three classes in small groups with teachers looking at aspects of trainees’ own use and also begin to explore the process of teaching others (in second and third years).

Thursday:  is our book day. 

Saturday:  is our voice day.  This is a day on which quite a few outside participants attend, giving final year trainees lots of experience working with a range of different people.  Most of these days include breaking up into small performance groups.

 

Course outline

The first three years will focus on the core Alexander Technique curriculum. Trainees undergo a process of ongoing assessment of their ability to apply the technique firstly to themselves, and then on their ability to continue to apply the technique to themselves as they work on others.  On successful completion of the first three years, trainees will receive an AUSTAT accredited certificate. While most students are ready to gain this certificate at the end of three years, the school does not guarantee this and may require trainees to come for further training.  Ongoing process is discussed with each trainee twice a year.

First Year
In the first year students focus on developing an awareness of their own patterns of posture and movement.

Each class provides a combination of individual and group work.  Work in the first year concentrates on educating the student to identify aspects of their co-ordination in movement that contribute to an interruption to overall co-ordination and wellbeing.

The student will learn the theoretical foundations of the AT as originally conceived of by FM Alexander.  Additionally a range of contemporary interpretations of the technique is taught in application to a variety of activities.

By the conclusion of the first year, the student will have a basic knowledge of the theoretical foundations and practical applications of the Alexander Technique. Practical work in the first year focuses on the individual student.

Second Year
The second year continues the grounding of the theory, procedures and application of the Alexander Technique. The self-knowledge of patterns of psycho-physical use is consolidated and expanded and the student will commence applying the Alexander Technique to others.  Students explore in a supervised setting, the application of the Alexander Technique as a process for re-educating others' patterns of use.

Students deepen their awareness of the application of the terms: 'inhibition and direction', 'faulty sensory awareness', 'malco-ordination' and 'psycho-physical unity'.

Third Year
In the third year students are encouraged to begin to work in an apprentice style.  Training includes:

• A supervised clinical/educational setting open to the public for consultation.
• Supervised application of the technique to first and second year students.
• Public presentations as required by the school.
• Assisting the director and other teachers as directed.

The focus in the third year is to learn how to teach the Alexander Technique to individuals and small groups.

Fourth Year
In the fourth year trainees who have successfully completed the first three years will have obtained an AUSTAT accredited certificate which will allow them to begin working independently of the school and student clinic.  In this year trainees will return to the school several times a term to get hands-on work;  will complete some units of the Certificate IV in Assessment and Workplace Training;  a level II First Aid Certificate;  and eight modules from the Health Training Package which focus on the competencies required to set up in private practice or in a workplace.  The focus of the training in this year will be on demonstrating competencies in the workplace.

Post graduate continuing education
The school has a strong belief in and commitment to continuing professional development and is affiliated to the leading provider of post-graduate education for Alexander teachers in Melbourne.  We regularly set up courses with visiting senior teachers of the technique.  Graduates of the school are given priority placement in these courses when positions are limited.

We are also in the process of developing a number of programs and approaching educational institutions, government departments and companies to contract with our graduates to deliver these programs.

NOTE
Some of the course is run with combined year levels working together.  This allows students to work at their own pace utilising the various levels of experience on the course.  All students study the same material but with a focus suited to their level.  We also break up into smaller groups to work with teachers.  With a teacher to trainee ratio of 1:5, students are able to get individual attention.

 

Course Modules

VBN202 Principles of the Alexander Technique 1
VBN203 Principles of the Alexander Technique 2
VBN204 Principles of the Alexander Technique 3
These three modules correspond to the first three year levels.  We examine the writings of FM Alexander discussing the meaning and application of his theories. The commentaries of other writers on the AT are used as a means of clarifying and expanding upon the original discoveries of FM Alexander.


VBN208 The Use of the Self 1
VBN209 The Use of the Self 2
VBN210 The Use of the Self 3
These three modules correspond to the first three year levels.  The trainees’ ability to teach the technique arises out of the work and change they have undergone themselves.  Assessment will be based on the overall process of change.  The school uses a number of different approaches to the use of the self:

• Chair work;
• Table work;
• Alexander Procedures - monkey, lunge, whispered 'ah';
• Application work - the application of Alexander principles to everyday activities;
• Application to movement - the school runs a one hour Qi Gong session each week, looking at the application of the technique to this discipline.  From time to time qualified yoga teachers will consider AT application to yoga.  Trainees also have the opportunity to specialise in and to develop this application in a range of classes offered outside of school time;
• Application to voice - the voice in the performance context is an invaluable tool for working with the Alexander Technique.  In this we follow the example of Alexander's own training course.  Each Saturday is our voice day.  Trainees wishing to specialise in and to develop this application will also be offered the possibility of working in more depth in this area.
  

VBN205 Anatomy 1
VBN206 Anatomy 2
VBN207 Anatomy 3
These three modules correspond to the first three year levels.
The anatomy component of our course aims to

• Give participants a basic grounding in anatomy and developmental movement, and the ability to study anatomy independently;
• Put this knowledge in the perspective of the overall movement of the body and the teaching of the technique;
• Give the experience both intellectually and bodily of the anatomical and movement functions being discussed.

Because the Alexander Technique focuses on the living and moving body, this aspect of the course will provide new insights even to those who already have a good grounding in anatomy.

VBN211 Clinical Skills 1
VBN212 Clinical Skills 2
These two modules correspond to the second and third year levels.

The ability to help others change their patterns of use is based on the teacher’s ability to use him or herself well.  Once this ability becomes more established in the first year, trainees begin to work in the second year with fellow trainees and teachers.  In the third year trainees will also begin working with the public in the student clinic and in supervised situations.

VBN213 Specialist Use of the Self 1
VBN214 Specialist Use of the Self 2
These are optional modules.  The aim of these modules is to equip trainees who wish to take the Alexander Technique to a particular specialist area – eg. horse riding, music, voice, drama, yoga, tai chi etc. - to work on developing and refining their own skills in that area, and look closely at the process of helping others develop skills in that area, whilst maintaining very much of an Alexander Technique focus in the teaching.

Certificate IV in Assessment and Workplace Training
BSZ401A Plan Assessment
BSZ402A Conduct Assessment
BSZ403A Review Assessment
BSZ404A Train Small Groups
BSZ405A Plan and Promote a Training Program
BSZ406A Plan a Series of Training Sessions
BSZ407A Deliver Training Sessions
BSZ408A Review Training
Our Certificate IV training will focus on the particular challenges of delivering a training in the Alexander Technique work.  Certificate IV is a requirement for teaching in all government accredited educational institutions.

Modules from the Health Training Package
HLTCOM1A Provide Specific Information to clients/patients (pupils in the Alexander Technique context)
HLTCOM2A Develop Professional Expertise
HLTCOM3A Manage a Practice
HLTCOM4A Communicate Effectively with clients/patients (pupils)
HLTCOM5A Administer a Practice
HLTCOM6A Make referrals to other health care professionals when appropriate
HLTCOM7A Provide reception services for a practice
HLTCOM8A Use specific/medical terminology to communicate with clients/patients (pupils), fellow heath workers and health professionals

For local trainees these modules will be completed in the context of applying these skills in the setting up of a practice or beginning to work in an existing practice.  Trainees will continue to develop professional expertise by coming into the school for further professional development.

A course in Basic First Aid will be delivered by another Registered Training Organisation
This course will normally be completed in the fourth year or the end of the third year.  Many health funds require Alexander teachers to hold a first aid certificate.

 

Course Fees

For Australian students the fees for the first three years will be $8,600 per annum payable quarterly at the start of each term.  There will also be an initial deposit of $850 payable upon registration which will be applied to the final term of the student's training, or repaid if five weeks notice is given of discontinuing the course.  The cost of fees is fixed at the commencement of training for a three year period provided the increase in the CPI remains under 5% per annum. No GST is payable on these fees.

For students on student visas the fees for the first three years will be $10,950.

 

Recognition of Prior Learning

The school recognises that in some modules trainees may have already gained the required competencies, and can therefore be credited with these modules.

Trainees enrolling at the school also have the right to apply for RPL.  This recognition may be subject to an assessment process to ensure that competencies previously attained are current.  In the case of a dispute over whether a particular competency is still current, the trainee may request that an independent assessor be brought in to judge the level of competency.

Evidence of current competencies would be

• Australian Quality Framework qualifications and statements of attainment issued by any other RTO
• A statement of attainment from a training course affiliated with AUSTAT or one of its internationally affiliated societies
• Evidence that the trainee gained the competencies in a practical manner and has demonstrated mastery of these competencies in a practical manner (e.g. running a practice)
• Assessment by two senior teachers appointed by AUSTAT of the level of competency of a trainee who may have trained at a non-recognized training course.  In this case the trainee would be required to pay the reasonable costs of such assessment.

 

Mutual Recognition

The School recognises AQF qualifications and Statements of Attainment issued by any other RTO.  It may require to see the original of the qualification and reserves the right to verify authenticity with the issuing RTO.  RTO staff will be informed of the requirements for mutual recognition of qualifications and Statements of Attainment awarded by other RTO’s.

 

Learning Environment

The first three years of the course will be taught under the conditions laid down by AUSTAT and its internationally affiliated societies - namely a minimum of 80% practical hands-on work with a minimum teacher to trainee ratio of 1:5.  This allows for a process of continuous and ongoing assessment and feedback, and the ability to be able to tailor the delivery of the course to individual needs. Although the course is set out in modules, the holistic nature of the Alexander Technique means that learning outcomes are integrated across modules.

The School provides access to a library containing most Alexander Technique titles and a range of anatomy and other books.

 

Student Selection

Prerequisites to enrolling on the course are having had enough Alexander Technique lessons to have a basic understanding of what the Alexander Technique is about and to decide that this is the way the trainee wants to work on him or her self.  Given the very intense and personal nature of the course, the director is also required to make an informed assessment based on her experience, of the suitability of the applicant to undergo this intense process. Trainees will also need a level of literacy such that they can read the required text books and write short essays.  Students’ language and literacy levels are assessed prior to acceptance.

Enrolment, induction and orientation

All prospective trainees will receive either by mail or via the web-site a copy of the school's prospectus which will outline as clearly as possible the nature and structure of the course.  Trainees will also receive application forms to fill in and will meet the director prior to training for an interview.

Prospective trainees are invited wherever possible to attend the course for a full week before they commit to training.  This gives them an overview of the course and a chance to evaluate it in a very thorough way.  Some trainees may also attend one of our specialist days for a term or several terms prior to joining the course.

Trainees may enrol at the start of any term.  Trainees will sign a contract for the training when they join the course and will receive information regarding the policies and procedures in place at the school.

 

Overseas students

Wherever possible overseas students should visit the course prior to enrolling.  If this is not possible and a full assessment process cannot take place, the director will, where possible, visit prospective trainees in their country of origin prior to their joining the training, or seek a recommendation from a qualified Alexander Technique teacher in the trainee’s county of origin of their suitability for training. If this is not possible they will also be advised within the first six months of training of the likelihood of their being able to attain the competencies required to be an Alexander teacher.  In the case of the director being concerned about the trainee’s likelihood of completing the course, the director shall communicate these concerns to the trainee and may seek the assistance of an outside counsellor to decide on the action to take in response to these concerns.

Trainees for whom English is a second language may be required to demonstrate competency as a prerequisite to gaining a student visa.  A score of 6 in Academic English in the IELTS Test is our usual requirement.

 

Students' support

The director is available to assist and when necessary to refer students on for any problems which may interfere with their wellbeing or study.

Appeals and complaints

The school has a policy in place to deal with complaints and appeals.

 

Disciplinary procedures

The school has a disciplinary policy in place to deal with behaviour that is unacceptable within the school and we reserve the right to terminate a trainee's study in extreme circumstances.

 

Staff responsibilities for access and equity

All staff are responsible for making sure that access and equity policies are implemented.  The Director is the person to see if you have any concerns or inquiries in this area.

 

Vocational outcomes

Most Alexander teachers work in private practice, but because of the nature of the Alexander Technique, which can be applied in all areas of life, there are a wide variety of opportunities for teachers with specialist skills or interests to work with particular client groups either in private practice or institutions.  Examples include applying the technique to teaching the whole range of the performing arts (many teachers work in performing arts institutions like NIDA & VCA in Australia);  applying the technique to the whole range of sports (teachers currently work in horse-riding and swimming);  application to fitness and personal training;  application to Qi Gong, yoga, tai chi and the martial arts; working in multi-disciplinary teams in places such as pain clinics;  and application of the technique in the health professions for those with prior training as doctors, occupational therapists, physiotherapists etc.

At present there are opportunities for working in many areas of the world where there are as yet no or very few Alexander teachers.  Countries in our region like Hong Kong, Taiwan, China, India, all of South East Asia have few or no teachers and there is an unmet demand to be filled in those areas.  There are also a number of areas in Australia which are poorly serviced by Alexander teachers.

 

Recognition and Pathways

The Advanced Diploma of Alexander Technique Teaching is accredited by the Department of Education (State Training Board) and is on the national register of accredited courses.  The course is also approved by the Australian Society of Teachers of the Alexander Technique (AUSTAT), and is recognised internationally by the national societies affiliated to AUSTAT.

The school will be negotiating with other institutions to provide opportunities of articulation into degree studies, as well as credit transfers into other Vocational Educational Training (VET) courses where there are equivalent modules with closely aligned performance criteria.

The qualification offered by our school is recognised by many performing arts colleges in Australia and internationally.  Many Alexander Technique teachers set up in private practice and this qualification will be recognised by a number of private health funds and rehabilitation insurers in Australia and in some overseas countries where the technique is well established.