Nitza Guzmán

Responsibilities include implementing tools to support student characterization, assisting teachers with UDL strategies for inclusion in their classes, and helping students recognize and confront their own challenges.

• Leader of the management team
• Inclusion team member
• Head of English Department

• Generate inclusive and differentiated work environments

• Fostered an inclusive environment during presentations by addressing diverse perspectives and promoting open dialogue among participants.
• Promoted thought leadership within the field by authoring articles, blog posts, and whitepapers on key topics of interest.

• Volunteering in Coaching for the Good Shepherd Female Prison
• Volunteering in accompaniment to teachers
• Puay de Uribia Ethno-educational Center
• Department of La Guajira, Colombia

• Trainer of support teachers in the city of Barranquilla and the departments of Atlántico, Magdalena, Guajira, Sucre and Chocó

• Workshops, conferences on inclusion, coaching, language, thinking skills and literacy
• We have worked with Foundations, District Secretary of Education (Barranquilla), regional and international Universities in consultancies
• Individual assistance in Coaching, Speech Therapy, Occupational Therapy, Psychology and Special Education

• Staff in charge 43 educators
• Development of administrative and pedagogical functions associated with the position
• Revision of pedagogical planning in both languages (Spanish and German)
• Close accompaniment with the team in cases of learning and participation barriers / talents
• Improvement of the pedagogical curriculum
• Immediate superior Rector
• Member of the institution's senior management
• Shared leadership within the institution's inclusion team
• Responsible for key success factors in the Institutional Strategic Plan

• Design and implementation of a program to promote learning processes based on the premise that every teacher is a teacher of language and thinking
• Development of innovative tools for the purpose, from detection to stimulation and monitoring strategies in the classroom
• Cooperative work with the areas (subjects) of the school

• Reorganization of the processes and fronts associated with the response to cases of barriers to learning and participation / talents of the institution
• Creator of the Department formed by Psychology, Speech Therapy and pedagogical support (Spanish, mathematics, German and motor)
• Leader in the process standardization that guarantees the learning goals for the population with learning and participation barriers
• Member of the Extended Management (Directors of the German School, institutional decision making)
• Responsible for key success factors in the institutional strategic plan

• Restructuring of the Speech and Language Therapy class in Preschool
• Teamwork with Psychologists and Occupational Therapist, Admissions Support
• Case feedback with outside therapists, tutors and parents
• Workshops (coaching) with students

• To improve their academic performance within the CARAS program

• In charge of stimulation processes, detection and work together with teachers to provide support guidelines
• In charge of processes of language stimulation and executive functions from a differentiated approach in Ocean Kids
• Spanish language teacher