So I got the grade 8 thing out of the way and now am looking to get some teaching qualification specific to piano. I've looked through past threads about CTABRSM; EPTA; diplomas etc which has given me some guidance but...

The CTABRSM and EPTA courses are expensive and would probably wipe out any profit from my teaching for a year. How widely known are they by members of the public, or are they just a bunch of letters after your name which no one really understands? They look interesting and would probably be very helpful for me starting out but are they regarded as an industry standard professional type qualification or would I better off doing an associate level teaching diploma such as ATCL alongside a performance one? I'd like to try for my ATCL performance piano in around 18 months or so, but would also like to have something to back up my teaching skills.

And do you actually need a teaching specific qualification? To join the EPTA as a full member it appears you do, but if you haven't got xyz letters after your name and don't belong to ISM/MU/EPTA etc has it affected your teaching practice at all? Do potential students bother that much about what qualifications you have? I must say that with all my current students, not one has asked what my credentials are at all - they've all been word of mouth.

I did the CT ABRSM and really enjoyed it as a stimulating fun activity in its own right (even though there were challenging and scary bits). Most parents probably don't know what it means, but the letters look good, it improved my teaching and my enjoyment of teaching and I made lovely new friends to network with. You don't actually need any formal qualifications to teach piano privately (and no one has ever asked to see my certificates anyway) but there are many things to consider and be aware of - I'd recommend this course.

No, you don't need a teaching qualification - I don't have one, and some of the best instrumental teachers I've known haven't had any either. Much more important is breadth and depth of experience. Making contact with other teachers, arranging to observe each other in action, taking opportunities to see different approaches, and reading around the subject is all valid professional development and beneficial to one's teaching.

The one situation in which having a teaching qualification can be of benefit is if you work for a music service which employs its staff on teachers' conditions. In this case, having a classroom teaching qualification gets you onto the teachers' pay scale as opposed to the instructors' one.

I do have a teaching qualification, and got a lot from doing it, but probably not that much that you couldn't get elsewhere from the sources described above. I have only been asked about my credentials once in 13 years of teaching. That was before I had the qualification - and I didn't get the student!

Thanks for replies so far. It seems I could achieve as much by having someone who would act as a mentor and give me guidance etc.

How do I go about approaching other teachers about sharing ideas/getting feedback on my lessons or viewing theirs without appearing to want to pick their brains and run off with potential students? Would I best off aproaching people outside my local area?

I think I'll look at preparing both the teaching and performance ATCLs and then deciding when or if to enter for them. I did a quick survey amongst the parents of my current pupils and none of them seemed aware of what the diplomas and/or other qualification actually entail - most seem to think any kind of letters after your name was a "good thing" but didn't really know the difference between the 'A', the 'L' and the 'F' in any and had no idea about EPTA or CTABRSM. A significant proportion seemed to think that grade 8 was as good as you could get.

It probably makes sense not to approach people just down the road, but don't think you have to go halfway across the country. Consider it as treating them as colleagues, rather than as competition, and if they respond in a similar fashion then it's a good sign. It might even turn out that they've got a long waiting list and are happy to take the opportunity to see if you're somebody they could point new enquiries towards!

Alternatively, you could offer to pay an experienced teacher for their time to come and observe you teach a couple of lessons, and to give you feedback. That way, you're making it clear that it's a professional relationship, asking for assistance from somebody who's been doing it for longer than you.

To engage with other teachers in this way look at professional development courses that are available through ABRSM, other boards, EPTA, etc. I have been on courses through ESTA (strings) where we have looked at all the choices of beginner repertoire, for example, and how we might choose between the overwhelming options. I've been on courses about new approaches to teaching too. ABRSM has an annual conference which has a lot of material from different perspectives on teaching to an in depth look at the current piano syllabus. They have some online courses aimed at improving teaching where you get into these kinds of discussions. If you are local to a university with a music department then see if their teachers will let you observe - it's easier with adult students (no parental consent issues) and the teachers are accustomed to being watched in that way by students on the instrumental teaching courses. The courses cost money, which is the downside, but so do diplomas, and isn't it better to pay to learn something than pay to demonstrate that you can do what you already know?

I don't have a teaching qualification however I did take the being an effective teacher online course which is run by ABRSM. I really enjoyed the course and am working towards the ATCL diploma in teaching. The online course seemed like a good starting point and was good value for money too. There was the option to choose from various modules to tailor the course for your needs. There is a course outline on the website, if I was any good with a computer I would add the link at this point but I would not begin to know how to do that!
Good luck

Check out the Mtpp at Reading Uni, it was a post grad diploma that you could turn into an MA with an extra year but I just took it at far as the diploma. Absolutely transformed my teaching. It used to cost less than the CT ABRSM. There are four modules which can be paid for per module which makes it more manageable. If you don't have a degree (doesn't have to be in music) then the is the EPTA course.

Why didn't you do the extra year? (just wondering)

Fair point - but sometimes it's helpful to have that piece of paper that demonstrates you know what you're doing!

Lots of good advice again - I'm now veering back towards the EPTA alongside a performance dip. I think it's important to keep my technical and practical skills improving (and being a lazy so and so it's only likely to happen if I have firm goal in mind), but also work at developing my teaching skills and have something tangible to show prospective students i.e. those extra letters after my name and/or the important pieces of paper!

I agree. I've decided to stick to the performance dip route for that very reason. But I've got the Mtpp in my long term sights.

Learning is fab. I do it all the time here, and buying books to read etc etc

As for the bit of paper and the letters. Don't spend too much on them because it's unlikely anyone will ever ask you!!