FAQs
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We have always worked in multiple formats, including demonstrations, live training events, written word, video, audio, imagery, buddy support and reflective conversation. Our peer groups are supportive and diverse – many of our Registered Teachers have been open about learning differently.
You decide how you learn and how you evidence your progress. You don’t have to change who you are to succeed here. The Accreditation is built to adapt to you – so you can bring your full self to your teaching and grow with confidence.
Yes, we have several ADHD and neurodivergent participants. The programme is structured and flexible, broken into clear phases with one-to-ones, study buddies and regular live sessions to keep you on track without overwhelm.
Everything you learn can be used straight away in your teaching which helps keep focus and motivation high. And all live sessions are recorded so you can “rewind” at your own pace and in your own time.
Yes. You don’t have to write your assessments – you can use vlogs, demonstrations, recorded reflections, even a podcast to share your thoughts.
We include multiple formats for learning including live sessions, recordings, visual resources and guides so you can choose what works best for you. Your mentors will help you structure ideas or process information in ways that support your strengths.
That’s not a problem. While all trainings are given in English and include voice science terms, we do provide translations of transcripts and subtitles for all our Accreditation training videos in different languages to help you study.
Unlike an MA, which relies heavily on written assignments, the Accreditation allows video logs, practical demonstrations and other formats. Our mentors work with you to communicate your progress in the way that suits you best. Your teaching results are the evidence, not your essay writing or English spelling.
That’s exactly why the programme exists. Many Accredited Teachers started with doubts about their ability or identity as a teacher. Through the structured training, feedback and peer support, they not only strengthened their teaching but also grew in confidence as professionals. You don’t have to be perfect before you start – you grow into it.
If you’re not sure, book a free Discovery Call with Gillyanne and find out if you are suitable.
Because of the buddy system and monthly one-to-ones, you’re never left on your own. If life gets in the way, you can catch up with recordings and use your mentor to re-align your progress. Unlike a university programme with fixed deadlines, this model has built-in support to keep you moving forward without shame or penalty.
No. Academic rigour trains you to evaluate literature and design research. Pedagogical rigour trains you to evaluate students and design lessons. The Accreditation gives you pedagogical rigour – and for most working professionals, that’s the kind of rigour that pays off every day.
If your ambition is to enter academic publishing, a Masters degree is designed to train you in that pathway. The Accreditation is designed to train you in 1-1 and group evidence-based teaching practice. That said, many accredited Teachers do publish blogs, case studies and practical resources with Vocal Process support – outputs that reach far more practitioners than a peer-reviewed paper locked in a pay-per-view journal.
Gillyanne has been involved in academic publishing, peer-reviewing and PhD mentoring for many years – book a free Discovery Call with her to discuss your options
In the UK, Masters courses are eligible for government loans. The Accreditation is not, because it isn’t a university degree, it’s a post-professional qualification. This means that unlike an MA, the full fee is tax deductible. In addition, the programme offers long payment plans (up to 26 months for early enrollees) so you can spread the cost.
Many teachers find the Accreditation pays for itself quickly through new students, increased fees or job offers while still on the course.
“I didn’t get funding and felt like a failure. But I trusted my instincts. It’s only when I did my tax return that I remembered I’d paid for it – because it was such a huge joy.” — Naomi Lee-Schulke, UK
No. The Accreditation attracts experienced choir leaders, singing teachers and vocal coaches. We ask for a minimum of 3 years teaching, coaching or choral leadership experience. Some of our participants have been teaching for 20 years or more.
The programme is designed to meet you at your level. Some participants use it to sharpen advanced teaching skills, others to rebuild confidence and skills for an expansion or career change. If you aren’t sure whether you qualify, book a free Discovery Call with Gillyanne to find out more.
Typical Masters programmes are framed around multiple hours of independent study on top of lectures. You tend to put your life and work on hold while studying.
The Accreditation is deliberately structured to fit alongside active teaching. Live contact is concentrated (two group sessions a month plus one mentoring session), with clear guidance on how to apply it directly to your current teaching. So you don’t need to carve out additional “study time” to write essays – you bring your real-world lessons into the programme month by month.
A dissertation shows you can do sustained academic research. The Accreditation shows you can teach better, faster and more effectively. Your learning is evidenced through real lessons, choir rehearsals and direct application in your studio. For most vocal professionals (and their clients), that’s far more relevant proof.
No. Our graduates remain part of the Registered Teacher community long after finishing. You keep access to recordings, resources and an active peer network. It’s designed to be a long-term professional home, not a course that ends when the Certificate arrives.
Yes. The live hours are spread across the year, with recordings always available. Monthly one-to-ones and twice-monthly groups keep you accountable without overwhelming you. Most participants are teaching or leading choirs full-time alongside the programme, applying our techniques in real time.
That’s exactly why the Accreditation avoids essays and dissertations. If writing is your strength, you can still reflect and document – but if it isn’t, you’re free to present your learning through practical demonstrations, vlogs or live case studies. It’s designed to work for teachers who prefer action and evidence over theory-heavy assignments.
UK MAs in Vocal Pedagogy typically cost £11,000-£13,000+, or £14,000-£26,000 for students outside the UK. These fees are payable in larger chunks or via government loan. The Accreditation’s fee is similar in scale but designed for professionals: it offers instalment plans up to 26 months and no hidden extras like exam or graduation fees. The fees for students outside the UK are the same as for UK students. You start earning a return while you’re still studying because you can use new skills in your studio immediately, wherever you are in the world.
Not if your goal is professional impact. The credibility of the Accreditation comes from its results and community standing. Employers and students care about what you can do, not just the letters after your name. You might need an MA for an academic pathway, but for building a respected, thriving teaching practice, the Accreditation carries significant weight.
“Since completing, I have started two new jobs at dream institutions. I would never have felt able to go for these opportunities before the Accreditation. It has completely changed my life.” — Louisa Morgan, UK
Sessions are recorded, so you’ll never miss out if a connection drops. Mentors can also schedule 1-1 catch-ups if needed. Several participants from rural areas or abroad have successfully completed the programme with only a modest internet setup. We ourselves ran the Accreditation Programme on a slow broadband (17Mb max) for several years so we know it can be done. We have had participants beam in from their car, internet cafes and even in the park when their broadband has gone down.
You’ll have the Certificate, CPD record and Registered Teacher profile. But more importantly, your students and choirs will notice the difference. That visible improvement – stronger results, more confident teaching, clearer progress – is what employers and clients value most.
Yes. At the 12-month point you gain Registered Accredited Teacher status, which a Certificate and public listing on the Vocal Process site. At 24 months, you complete the New Teacher Phase with extended mentoring and community recognition. And no, there is no “upcharge” for your Certificate.
Yes. The Accreditation provides at least 95 CPD credits in the first year alone, which you can log for professional recognition, associations and career progression. Many singing teachers use these credits to demonstrate ongoing development to employers or national teaching bodies.
Yes. The programme is fully online, and already has graduates from multiple countries around the world. Time zones are taken into account with recordings available for every session, and the buddy system pairs you thoughtfully so you’re never left out of the loop.
Many Universities will charge up to £10,000 extra for an MA if you are outside the UK. We do not. You pay the same for the Accreditation programme as a UK teacher, wherever you are in the world, and get the same level of training and support.
It’s a rare opportunity to get a UK-recognised training without the heavy upcharge.
No. If you can use Zoom and basic file sharing, you’re ready. The Accreditation is built around simple, accessible platforms. You don’t need to master specialist software or learning systems. Support is available if you’re new to online learning.
Yes. Experienced teachers often join to refresh, modernise and connect with a professional network. Several graduates with decades of teaching experience have said the Accreditation gave them new tools, new energy and a renewed sense of purpose in their later career stage.
“I didn’t expect to learn so much about myself, and more importantly, be able to appreciate what makes me and my teaching special… I’ve tailored my working situation to EXACTLY fit what I want.” — Karin Hylander Ulken, Germany
The Accreditation is designed to be adaptable, Participants have successfully applied the tools with young children, teens and adult learners. Mentors support you in tailoring approaches to your specific student base.
Yes. in fact, you’re expected to. Each month you’ll apply techniques directly into your studio or choir, then reflect on that experience in group or one-to-one sessions. Your own teaching becomes the laboratory, which is why progress feels so immediate.
No. The phrased structure means you start by identifying and strengthening your core teaching toolkit, then layer on more advanced strategies. Experienced teachers often find gaps filled in, while newer teachers build confidence step by step. Everyone moves forward from where they are.
“This course applies theory to the reality of the practice studio and real-time problems. You get answers to the questions you’ve been afraid to ask… It takes your teaching to another level whatever your background.” — Elizabeth Drwal, Ireland
That’s fine. The accreditation is genre-inclusive and teacher-led. You apply the principles to your own teaching context, whether that’s opera, jazz, gospel or contemporary commercial music. The peer group itself is diverse, so you benefit from seeing approaches across genres.
Absolutely. A third of our Accredited Teachers are choir leaders. The techniques, feedback loops and mentoring apply directly to rehearsal situations, not just studio lessons. You’ll also learn from peers who are in the same role, which is rare in academic MA settings.
No. The programme is equally valuable for choir leaders, vocal coaches and ensemble directors. Monthly discussions often include real choir rehearsals alongside individual lessons, so you see a wide range of teaching contexts analysed.
Most graduates do. As your skills deepen, your confidence grows, and your marketing improves, you’re in a stronger position to adjust pricing. Several Accredited Teachers report that the increased demand for lessons more than covered the cost of the programme before it ended.
“This programme gave me permission to align with my purpose and say no when something doesn’t match it.” — Franka van Essen, Netherlands
Yes. The Accreditation is designed for professionals who are already teaching, not for students coming straight from university. There’s no expectation that you’ll suddenly become an academic essay writer. Instead, the programme builds on the skills you already have and gives you new tools in formats that work for you — discussion, video, practice, and mentoring.
