Teacher Competence Committees

Board Liaisons: TBA

Certification Coordinating Committee

Certification Coordinating Committee Chairs:
Paul Kalina | Iowa City, IA, USA
Belinda Mello | New York, NY, USA

Committee Members:
Gabriele Breuninger | Frankfurt, Germany
Delia Rosenboom | Forest Row, East Sussex, UK
Sarah Barker | Columbia, SC, USA
Darci Lobdell I Albuquerque, NM, USA
Molly Kittle | Boulder, CO, USA
Sharyn West | Monmouth, Wales, UK

Committee Purpose:  The Certification Coordinating Committee (CCC) oversees the ATI Certification Process.  CCC coordinates with the ATI office and ATI Sponsors to ensure that the teaching member applicant has met all criteria to receive an ATI Teaching Certificate. The CCC also coordinates the certification activities of the Pre-day each year at the ATI Annual Conference.  CCC oversees the election and re-election of all ATI Sponsors, and provide support to ATI Sponsors in their evaluations of applicants.

Continuing Education Committee

Continuing Education Committee Chair:
Petrea Warneck | Greenville, SC, USA

Committee Members:
Teresa Lee | Trade, TN, USA
Jana Tift | Port Angeles, WA, USA
Catherine Vernerie | Rustrel, France
Lucie Pierro | Boca Raton, FL, USA

Committee Purpose:  The Continuing Education Committee (CEC) provides oversight of the program which recognizes the continuous learning of our ATI teaching members. 

Professional Development Committee

Professional Development Committee Chair:
Eric Kildow | Warren, OH, USA

Committee Members:
Diana Bradley | Takoma Park, MD, USA
Joe Kaplan, Kirkland, Washington, USA
Catherine Kettrick | Seattle, WA, USA
Antoinette Kranenburg | Kensington, MD, USA
David Mills | Seattle, WA, USA
Kirika Rotermund-Nakamura | Remagan, Germany
Davis Hill | Spokane, WA, USA
Keith Moss | Wellington, New Zealand
Lisa Toner | Bellingham, WA, USA

Committee Purpose:  

The task of the Professional Development Committee (PDC) is to develop the Alexander Technique as a profession by establishing the teaching of the Alexander Technique on a professional basis; by defining the theory, body of knowledge and content of the Technique; by describing the use of the Technique by individuals, the scope and nature of teaching and the training of teachers; and by developing criteria, standards and the means for evaluating the competencies of teachers.