Victor Kefa

• Head of Special Education Needs Department (SENCO)
• Designed individualized education plans to meet diverse student needs.
• Collaborated with multidisciplinary teams to develop and implement effective teaching strategies.
• Monitored student progress and adjusted instructional methods accordingly for optimal learning outcomes.
• Provided targeted interventions to support students with varying disabilities and learning challenges.
• Developed and maintained strong relationships with students, parents, and caregivers for holistic support.
• Led professional development workshops on inclusive practices for staff members to enhance classroom effectiveness.
• Implemented behavioral management techniques to foster positive classroom environments and improve student engagement.
• Developed IEPs tailored to individual student needs, ensuring their academic success and personal growth.
• Advocated for resources and services to ensure equitable access to educational opportunities for all students.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Promoted a positive learning environment through the use of differentiated instruction and individualized support for diverse learners.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
• Fostered strong relationships with parents and guardians, maintaining open lines of communication to ensure student progress.
• Improved student behavior management by implementing consistent routines, clear expectations, and positive reinforcement strategies.
• Participated in ongoing professional development opportunities focused on evidence-based practices in special education teaching methodologies.
• Evaluated student progress regularly using various assessment methods, ensuring accurate measurement of skill development and areas requiring additional support.
• Provided targeted instructional support to struggling learners, identifying specific areas for improvement and designing effective intervention plans.
• Taught students across multiple classifications and degrees of special needs.
• Collaborated with multidisciplinary teams to provide comprehensive support for students with special needs.
• Coordinated with general education teachers to develop accommodations or modifications necessary for successful inclusion of students with special needs in mainstream classrooms.
• Delivered effective and differentiated classroom instruction to range of neurodiverse students.
• Cultivated connections and strong student rapport to foster classroom engagement, in addition to recording student progress to inform parents and school administration.
• Coordinated special education students and teacher assistant schedules with master schedule.
• Served as a mentor to new teachers, sharing best practices in special education instruction and classroom management techniques.
• Utilized data from student assessments to tailor instruction, resulting in more effective learning outcomes.
• Implemented individualized education plans for students with diverse learning needs, ensuring personalized support.
• Coordinated with multidisciplinary teams to ensure comprehensive educational and emotional support for students.
• Conducted assessments of students to determine individual needs.
• Maintained accurate records of student progress and attendance.
• Worked closely with parents and guardians to address students' issues on multiple fronts.
• Developed Individual Education Plans for students with special needs.
• Provided professional development training to educate faculty and staff on laws and regulations governing special education.

My Roles and Experienced Gained

Teaching & Learning

• Learnt to manage pupil learning through effective teaching in accordance with the Department’s schemes of work and policies.
• To use a variety of methods and approaches (including differentiation) to match curricular objectives and the range of pupil needs and ensure equal opportunity for all pupils.
• To work with the Head of Learning Support, subject teachers and support staff (including prior discussion and joint planning) in order to maximize effectiveness within lessons.

Monitoring, Assessment, Recording, Reporting, and Accountability

• To teach Learning Support students within the school in order to monitor their progress within the curriculum and assist the Head of Learning Support in the screening, assessment and review process.
• To assist the Head of Learning Support in developing and updating IEPs, to use assessment procedures to monitor pupil progress, help set targets, and to use outcomes to inform oral and written feedback to pupil, parents and staff.
• To assess pupils’ day-to-day work systematically and use the results to inform future planning, teaching and curricular development.
• Exposure to School reports writing for Learning Support students.

Subject Knowledge & Understanding

• With a variety of resources and use of ICT I have gained a thorough and up-to-date knowledge and understanding of the current curriculum programs of study and specifications for Common Entrance courses.

Professional Standards & Development

• Am familiar with the School and SEN Department handbooks and support all the school’s policies,
• Learnt how to establish effective working relationships with professional colleagues and associate staff.
• I have learnt to be always ready to undertake any reasonable task as directed by the Head of Learning Support.
• Maintained inclusive learning environment to enable students to gain maximum benefit from lessons.
• Documented student behaviors, interventions and outcomes to enable lead teacher to address pertinent issues.
• Delivered effective and differentiated classroom instruction to range of neurodiverse students.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
• Prepared instructional materials for group and one-on-one use to comply with established curriculum.

Training Gained at The Banda (CPD)

Registered at the Educare for Education. This is an online course that has equipped me with several skills, after completing the courses and awarded certificates. With more courses offered I look forward to completing more in order to gain more knowledge and skills. The courses done and completed are:

• Child Protection in Sport and Active Leisure
• The SEND Code of Practice
• Child protection Refresher
• First Aid Essentials
• The Prevent Duty

Under the supervision of the Banda School and the Learning Support Department, I worked under parents teaching and handling a Dyslexic child.

• Documented student behaviors, interventions and outcomes to enable lead teacher to address pertinent issues.
• Maintained inclusive learning environment to enable students to gain maximum benefit from lessons.
• Prepared instructional materials for group and one-on-one use to comply with established curriculum.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
• Delivered effective and differentiated classroom instruction to range of neurodiverse students.
• Assisted teachers with classroom management and document coordination to maintain positive learning environment.

Zabibu Educational Center is an Inclusive Learning Center, I had an opportunity to interact, teach and mentor children with physical and different learning disabilities by providing support, guidance, counseling and ensure access to the curriculum.

• Communicated frequently with parents, students and faculty to provide feedback and discuss instructional strategies.
• Planned and implemented integrated lessons to meet national standards.
• Kept students on-task with proactive behavior modification and positive reinforcement strategies.

• Handled various routine tasks, duties and procedures and followed specific instructions.
• Displayed general knowledge of curriculum and instruction in support of teacher and practiced bilingual student support.
• Demonstrated willingness to remain current with latest developments in bilingual education.
• Supported teacher in implementing classroom management procedures and discipline.
• Stepped into non-classroom environments such as libraries to help staff manage demand.
• Helped with inventory, care and maintenance of classroom equipment and technology tools.