People who hold leadership roles and functions in educational contexts play a strategic role in enhancing the teaching-learning processes and in promoting the improvement of the overall quality of the educational offer. The course examines the widespread or distributed educational leadership and takes a detailed look at its implications for teaching organization and learning, in the perspective of ensuring quality, sustainability, effectiveness, inclusiveness and especially the active practice of democratic leadership in educational contexts.
Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives.
In terms of knowledge and comprehension skills ...
- Understanding theories, strategies and tools regarding distributed educational leadership in educational settings.
- Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem.
- Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6.
- Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities.
- Understanding the importance of the emotional dimension of leadership.
In terms of ability to apply knowledge and understanding ...
- An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership.
- An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved.
- An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing.
- An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies.
In terms of independent judgment ...
- Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection.
- Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader.
- Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice.
- Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning.
In terms of communication skills ...
- An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes.
- Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved.
In terms of learning skills ...
- Being able to access scientific literature in the field, identifying reliable sources.
- Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them.
- Being aware of the importance of learning from discussion with all the actors involved in training and management processes.
Through the study of " Educational leadership and Didactic Organization" the student will be able to achieve the following training objectives.
In terms of knowledge and comprehension skills ...
- Understanding theories, strategies and tools regarding distributed educational leadership in educational settings.
- Gaining a knowledge of multilevel representations of the educational system and understanding the relationships between the macrosystem, mesosystem and microsystem.
- Learning the aspects that characterize school autonomy and the establishment of the Integrated Educational System age 0 to 6.
- Learning and understanding the implications of widespread educational leadership with teaching, student learning, professional and territorial communities.
- Understanding the importance of the emotional dimension of leadership.
In terms of ability to apply knowledge and understanding ...
- An ability to conceive, design and evaluate educational interventions, in the perspective of promoting the exercise of democratic leadership.
- An ability to promote evidence-based decision-making processes, enhancing the collection of data and information with a variety of tools and interpreting them through the triangulation of the points of view of the actors involved.
- An ability to manage conflict dynamics and to promote processes of negotiation, mediation and sharing.
- An ability to promote the culture of the project, of the planning and redesign in situations of uncertainty also using new technologies.
In terms of independent judgment ...
- Developing the ability to collect data and information and use it to make decisions while respecting privacy and data protection.
- Developing the ability to monitor and self-evaluate the effectiveness of one's actions as an educational leader.
- Developing the ability to use participatory strategies and Action Research as resources to generate and disseminate educational leadership, develop learning communities, and cultivate communities of practice.
- Developing the capacity to make use of in-service training and professional development as an incentive to raise the quality of educational/training processes and outcomes, to foster organizational learning.
In terms of communication skills ...
- An ability to use and develop Concept Maps in public communications to synthesize educational actions, planning and decision-making processes.
- Developing the expressive use of written language in educational settings, more specifically: the activities of planning, documenting and evaluating educational processes and reporting on the outcomes achieved.
In terms of learning skills ...
- Being able to access scientific literature in the field, identifying reliable sources.
- Being able to understand and address the dynamics of the contexts in which one operates and to reflect critically on the various dimensions that characterize them.
- Being aware of the importance of learning from discussion with all the actors involved in training and management processes.
scheda docente
materiale didattico
During the lectures, indications will be given about texts, websites and materials useful to deepen specific topics of interest; materials will be presented through reflection and comparison activities (scientific contributions, case studies, videos, conceptual maps, self-assessment tests, etc.).
Lessons start Basic course: October 2023, first - second semesteR, via principe Amedeo, n°184
- Domenici G., Moretti G. (a cura di) (2011). Leadership educativa e autonomia scolastica. Il governo dei processi formativi e gestionali nella scuola di oggi. Roma: Armando Editore.
- Leithwood, K, Seashore Louis K. (2022). Leadership educativa e apprendimento degli studenti. Implicazioni per le politiche e per le pratiche formative. Roma: Anicia.
- Goleman. D. (2016). Essere Leader. Guidare gli altri grazie all’intelligenza emotiva. Rizzoli: Milano.
Programma
Module - Basic course (6 CFU): 36 hours of classroom lessons.During the lectures, indications will be given about texts, websites and materials useful to deepen specific topics of interest; materials will be presented through reflection and comparison activities (scientific contributions, case studies, videos, conceptual maps, self-assessment tests, etc.).
Lessons start Basic course: October 2023, first - second semesteR, via principe Amedeo, n°184
Testi Adottati
- Moretti, G. (2022). La leadership educativa situata: conoscere il contesto e cooperare. Roma: Anicia.- Domenici G., Moretti G. (a cura di) (2011). Leadership educativa e autonomia scolastica. Il governo dei processi formativi e gestionali nella scuola di oggi. Roma: Armando Editore.
- Leithwood, K, Seashore Louis K. (2022). Leadership educativa e apprendimento degli studenti. Implicazioni per le politiche e per le pratiche formative. Roma: Anicia.
- Goleman. D. (2016). Essere Leader. Guidare gli altri grazie all’intelligenza emotiva. Rizzoli: Milano.
Modalità Erogazione
SEMINAR ACTIVITIES TAKE PLACE FACE TO FACE, WITH ONLINE EXPANSIONS. DURING THE ACTIVITIES SOME THEMES THAT CHARACTERIZE THE COURSE "EDUCATIONAL LEADERSHIP AND DIDACTIC ORGANIZATION" ARE EXPLORED. INDIVIDUAL AND SMALL GROUP ACTIVITIES ARE PLANNED, WITH ANALYSIS OF CASES AND EMBLEMATIC DOCUMENTS AND USE OF TOOLS. SEMINAR ACTIVITIES FORESEE THE PREPARATION OF SYNTHETIC WRITTEN PRODUCTIONS. SEMINAR ACTIVITIES START FROM NOVEMBER 2023. THE LABORATORY COURSE (3 CREDITS) INCLUDES 18 HOURS OF LABORATORY ACTIVITIES CARRIED OUT BOTH ONLINE AND IN PERSON. THE LABORATORY THROUGH CASE STUDIES AND CONTEXT SIMULATION ACTIVITIES, DEEPENS SPECIFIC CONTENTS OF EDUCATIONAL LEADERSHIP, WITH PARTICULAR REFERENCE TO THE RESOLUTION OF PROBLEMATIC SITUATIONS AND UNCERTAINTY. TO IMPLEMENT THE ACTIVITIES OF THE LABORATORY COURSE, STUDENTS MAY CHOOSE ONE OF THE OPTIONS BELOW: 1) ONLINE GROUP WORK THE COURSE INVOLVES THE CREATION OF PEER WORK GROUPS THAT WILL BE GIVEN SPECIFIC ASSIGNMENTS TO BE CARRIED OUT WITHIN A CERTAIN DUE DATE. THROUGH THE ONLINE PLATFORM STUDENTS INFORM THE TEACHER THAT THEY WANT TO PARTICIPATE IN THE WORK GROUPS. THE TEACHER SETS UP THE WORK GROUPS AND ASSIGNS EACH GROUP THE WORK TO BE CARRIED OUT AND INDICATES THE OPERATING PROCEDURES TO BE FOLLOWED. ALL THE INDICATIONS FOR THE DEVELOPMENT OF THE IN-DEPTH COURSE (ACTIVITIES, TIMING AND METHODS) WILL BE PRESENTED IN DETAIL ON THE MOODLE ONLINE PLATFORM OF THE COURSE EDUCATIONAL LEADERSHIP AND DIDACTIC ORGANIZATION: FORMONLINE.UNIROMA3.IT 2) THOSE WHO ARE UNABLE TO PARTICIPATE IN GROUP ACTIVITIES WILL BE PROVIDED WITH SUPPLEMENTARY GROUP OR INDIVIDUAL ACTIVITIES, WHICH WILL BE AGREED UPON AT LEAST 5 WEEKS BEFORE THE DATE ON WHICH THE STUDENT INTENDS TO TAKE THE FINAL EXAM. THIS IS AN IN-DEPTH CRITICAL STUDY OF A TOPIC OF THE COURSE WITH THE PRODUCTION OF A WRITTEN PAPER. STUDENTS AGREE WITH THE TEACHER A COURSE’S THEME TO ANALYSE THOROUGHLY AND THE OPERATIVE MODALITIES THAT WILL HAVE TO BE FOLLOWED.Modalità Frequenza
Class attendance is strongly recommended but not mandatory.Modalità Valutazione
WILL BE GIVEN A WRITTEN TRAINING TEST ONGOING WHIT SELF-ASSESSMENT AND REFLECTION FUNCTION ABOUT THEMES DISCUSSED IN THE BASE PATH. FINAL ASSESSMENT: DEVELOPS IN FORM OF ORAL EXAMINATION AND INCLUDES, AMONG OTHER THINGS, THE PRESENTATION-DISCUSSION OF THE WORK AGREED ON FORMATIVE PATH (ON-LINE ACTIVITIES ). ACCESS TO THE ORAL EXAMINATION IS SUBJECT TO THE IMPLEMENT OF THE ACTIVITIES AGREED ON FORMATIVE PATH; THE FINAL TEST OF PROFIT IS UNIQUE.