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.