Class Supervision, Leadership and Project Management

The UC is based on the assumption that the role of the supervisor, as an organizational and pedagogical leader and development agent of the educational community, requires, in addition to other skills, that he / she knows how to think proactively and strategically, manage and mobilize people and teams, promoting personal and organizational development. The option for a theoretical and methodological framework selected at the intersection of contributions from the sociology of organizations and project theory is justified by its suitability for the acquisition by the master's students of in-depth knowledge and the development of reflective analysis attitudes about qualified leadership concepts and practices educational, valuing participation / mobilization and co-responsibility of all those involved in the educational process, namely, in the scope of the management of, and by, projects.

1. Organizational dimensions of the school

1.1 Mission and objectives, structures, dynamics, cultures and environment.

1.2. Competence areas or management fields of educational organizations.

2. Leadership and supervision

2.1. Leadership concepts

2.2. Leadership styles.

2.3. School leadership and culture.

2.4. The supervisor's role in the development of the educational community.

3. Leadership and project methodology.

3.1 Project Theory: action-research and praxeology.

3.2 Design models and project development.

3.3 Planning a project evaluation.

At U.C. teaching methodologies favor mixed teaching models, concretely expository, collaborative and critical. The classes will be theoretical-practical, including theoretical and conceptual foundation, reading and analysis of scientific articles and excerpts from reference works, analysis of case studies and debate. Collaborative work will be developed in small and large groups, with active and critical participation of master's students. Individual work, to be presented in the form of a scientific article, will focus on an issue related to the UC theme It will include theoretical framework, collection and analysis of data and conclusions, in properly structured text, with a maximum length of 12 pages. The final evaluation will result from the weighting of the following criteria: participation in classroom group work and debates, 40%, and individual work, 60%.

Costa, J. A., Castanheira, P. (2015). A liderança na gestão das escolas: contributos de análise organizacional. Revista Brasileira de  Política e Administração de Educação,31 (1), 13 ¿ 44, DOI: https://doi.org/10.21573/vol31n12015.58912

Gambôa, R. (2011) Pedagogia-em-participação: o trabalho de projeto. In J.Oliveira-Formosinho e R. Gambôa, (Orgs.) O trabalho de projeto na pedagogia-em-participação (pp. 11-45). Porto, Porto Editora.

Glickman, C. Gordon, S. & Ross-Gordon, J. (2010). Supervision and Instructional Leadership. Boston : Pearson.

Goleman, D.; Boyatzis, R.; Mckee, A. (2007). Os Novos Líderes - A Inteligência Emocional nas Organizações. Lisboa: Gradiva.

Hatch, M. J. & Cunliffe, A. L. (col.) (2006). Organizational theory: modern, symbolic and postmodern perspectives (2nd ed). Oxford: OUP.

Kilpatrick, W. H. (2006). O método de projeto. Viseu: Pedago.

Sergiovanni, T. (2004). O mundo da liderança. Desenvolver culturas, práticas e responsabilidade pessoal nas escolas. Porto: ASA.