Celesté Jacobs

• Reading according to Phono-Graphix method; Study Methods; Brain Profiling; Academic remediation; School Readiness Assessments; Anti-bullying play therapy groups
• Tomatis® Music & Listening Therapy based on research by Dr Alfred Tomatis.
• Creating and selling of resources for home school environments
• Built strong rapport with clients, fostering trust and open communication for effective therapy sessions.
• Tracked progress according to goals for interventions.
• Assisted clients to better understand roles as parents, focusing on developing skills to nurture and guide children.
• Improved literacy skills among struggling readers by implementing targeted intervention programs based on assessment data.
• Enhanced student comprehension by incorporating multisensory teaching techniques and individualized learning plans.
• Established rapport with students through genuine empathy and understanding of their challenges while focusing on their strengths as well.
• Empowered students by teaching them specific strategies to improve executive functioning skills like organization, time management, planning, and problem-solving abilities.
• Built strong relationships with families by maintaining open lines of communication regarding student progress and goals.
• Coordinated with other professionals such as speech therapists and occupational therapists to ensure holistic support for each student's unique needs.
• Conducted thorough assessments of student skills and progress, identifying areas of strength and weakness to inform tailored instruction.
• Facilitated professional development workshops for educators on best practices in educational therapy strategies, enhancing overall teaching quality. Presented over 30 workshops with 5-30 teachers each workshop.
• Stayed current with the latest research in educational therapy by attending conferences and workshops, ensuring the most effective techniques were incorporated into practice.
• Boosted student motivation and self-confidence through consistent encouragement and positive reinforcement.
• Collaborated with teachers and parents to create comprehensive support systems for students, fostering a nurturing learning environment.
• Increased parent involvement in the education process by holding regular conferences to discuss student progress and collaborative goal-setting.
• Identified potential barriers within student academic process to initiate steps for resolution.

Teaching special needs students between age 5 - 21 years

Students included are diagnosed with Down syndrome, severe ADHD, Global developmental delays, Autism with a range of co-morbid medical issues.

• Implementing visual aids and adapting curriculum to assist in learning
• Training and development of teacher aides
• Implementing visual schedules and teaching programme while maintaining positive behaviour and learning.
• Developed strong relationships with students, parents, and colleagues by maintaining open lines of communication and fostering a supportive learning environment.
• Managed classroom behavior effectively by establishing clear expectations, modeling appropriate conduct, and consistently enforcing established rules and consequences.
• Maintained accurate records of student progress, attendance, and behavior to facilitate ongoing communication with parents about their child''s educational journey.
• Differentiated instruction to accommodate diverse learning needs, ensuring each student had an equal opportunity for success.
• Continuously pursued professional development opportunities such as workshops or conferences to stay current in educational trends.
• Integrated cultural awareness into lessons by incorporating diverse perspectives and materials into the curriculum.
• Improved student engagement by incorporating interactive learning technologies into lesson plans.
• Collaborated with colleagues to integrate cross-disciplinary lessons, enriching students' educational experience.
• Conducted ongoing professional development in educational technology, keeping teaching approach current and effective.
• Implemented classroom management plan that reduced disruptions, creating more conducive learning environment.
• Designed and implemented differentiated instruction strategy to meet diverse learning needs, enhancing educational outcomes.
• Utilized data-driven instruction to tailor lessons for improved academic performance.
• Designed curriculum materials for special education students, facilitating inclusive learning.
• Shifted between formal and informal methods of teaching to keep students engaged.
• Participated in department meetings to provide input to colleagues about student achievement and improvement.
• Collaborated with multidisciplinary team members to develop comprehensive support plans for each student''s unique needs.

• Head of Department to Special Education classes (2 classes with 12-15 learners each) - support and assistance to teachers of Special Education classes; Moderation of school-based assessment; Monitoring progress of learners; supporting teachers in Curriculum differentiation to suit learners and multi-tier classes; assist school management in writing Inclusive Education policies and admission policies
• School Based Support Team (SBST) Coordinator - this entails liaising with the Free State Department of Inclusive Education; identifying learners with learning barriers; assisting teachers with completion of Support Needs Assessment documentation; assisting learners with learning barriers and behavioural problems; conducting regular meetings with SBST members to discuss difficult cases; liaising with parents of learners with learning barriers and behavioural problems; placement of learners in special education and assisting school and parents in applications for special schools.
• Learner Support Teacher (Remedial): Gr 1-5 (over a 100 assessments done every 6 months and incorporating those learners into support teaching) this entails remedial teaching to learners on a small group basis (Reading, Writing, Mathematics), support and assistance to mainstream class teachers through workshops & curriculum adaptation
• Liaising with School Counsellor on Educational needs & Learner Support for Secondary School
• Extra-curricular: Professional Learning Committee - group leader; Rhythm group - convener and choreographer
• Led a team of professionals to consistently achieve or exceed performance targets.
• Collaborated with department personnel to coordinate multifaceted solutions to emerging problems.
• Evaluated performance continuously to identify areas in need of improvement and implement strategies to keep team on-track.
• Checked on instructor lessons and communication in order to assess quality of education and assistance offered to students.
• Conferred and resolved education-related issues and problems with students, parents and school officials.
• Reinforced positive student behavior and established rapport with students.
• Observed, coached and mentored instructional staff to promote warm, structured and responsive classroom culture.

• Improved reading comprehension for 30 struggling students by implementing targeted remedial instruction.
• Championed inclusion initiatives within the classroom by incorporating differentiated instruction and accommodating diverse learning needs.
• Established strong rapport with students through empathetic listening and clear communication, fostering trust and open dialogue about academic challenges.

• Extra-curricular: Choreographer for the Rhythm group (24 learners each year) that performed in the Sand Du Plessis theatre each year and Böhmer Secondary School Revue competition. We were awarded A++ at the Eisteddfod.
• Guardian for the prefects (8 learners).
• Delivered personalized educational, behavioral, and emotional support to individual students to enable positive learning outcomes.
• Collaborated with multidisciplinary team members to develop comprehensive support plans for each student's unique needs.
• Taught multiple subjects to students with intellectual or emotional disabilities.
• Maintained inclusive learning environment to enable students to gain maximum benefit from lessons.
• Evaluated and revised lesson plans and course content to achieve student-centered learning.
• Developed and implemented classroom routines to address varying student needs.
• Set up visual aids, equipment, and classroom displays to support teacher's lesson delivery.
• Managed individualized goals and objectives for each student while maintaining accurate records of progress towards achieving them.
• Promoted positive behavior management techniques, resulting in a decrease in classroom disruptions and increased engagement from students.
• Monitored student classroom and outdoors activities to promote student safety.
• Led activities that developed students' physical, emotional, and social growth.
• Created and managed IEPs to define student learning objectives and educational strategies, in addition to applying instructional knowledge and methods to support goals.
• Redirected students using Positive Behavior Support (PBS).
• Delivered effective and differentiated classroom instruction to range of neurodiverse students.
• Taught students across multiple classifications and degrees of special needs.
• Instructed students with physical and cognitive disabilities.
• Modified general education curriculum for special-needs students using various instructional techniques and technologies.
• Developed Individual Education Plans for students with special needs.
• Planned daily activities to keep students engaged and on track with learning goals.
• Monitored student performance to evaluate effectiveness of instructional strategies.
• Improved reading comprehension for struggling students by implementing targeted remedial instruction.
• Mentored colleagues on effective remedial teaching techniques, contributing to improved school-wide performance in supporting struggling learners.