Recommended Prior Knowledge

-

Objectives

2. Identify the roles that the educator and/or teacher plays in the dynamics of developing the Profile of the Student leaving Compulsory
Schooling and the organization of the curriculum in cooperation with the organizational leadership, their peers and families.
3. Knowing the various leadership models and how to exercise them positively in the performance of teaching duties and in the institution's
pedagogical organization.
4. Understand the influence of leadership in promoting collaborative work on curriculum development and learning at school.
5. Organize and record work processes involving negotiation and collective decisions
6. Promote the involvement and participation of students and families in decision-making processes and collective projects.

Teaching Methods

In the theoretical-practical course format, the teaching methods are structured around interactive presentations by the instructor, reflection and discussion activities led by the students, and active research into the topics under consideration.

The aim is to promote dynamic classes and foster interaction between faculty and students through knowledge-building processes and student-led initiatives that propose resources contributing to the development and acquisition of the competencies outlined in the curriculum, in line with the ESE/IPS_2023 Pedagogical Model. Participation in the learning process is considered essential, as active, relevant, and assertive engagement is valued; it is equally indispensable to carry out various activities during classes that contribute to enriching the learning to be developed and the skills to be acquired. The activities considered in class will stimulate meaningful learning by engaging students in “the performance of a practical task, the resolution of a problem, a social activity, or reflective thinking” (ESE Pedagogical Model, 2023, p. 18), taking into account the course unit’s themes. Tasks will be used to simulate situations of middle management and positive conflict resolution, team-based curriculum planning, managing parent/family meetings, etc. Students will also be provided with texts to read and analyze, allowing them to contextualize and expand their knowledge of these situations beyond mere individual experience or case studies, thereby fostering the reflection necessary for more informed future action.

The seminar sessions will be organized around the concept of learning from experts (the ESE 2023 pedagogical model), as professionals holding positions in management and/or middle management will be invited to explain to students the relationship between the tasks performed in these roles and their connection to classroom management and working with groups of children. Based on these seminars and the questions raised therein, students will develop their research proposal, which may involve an in-depth analysis of the information gathered, creating an interview or a case study through the collection of documents and/or testimonies that examine issues of coordination (for example, the creation of assessment criteria, the analysis of an innovation plan, the development of the school’s annual plan, proposing field trips, etc.). Given the scope of the course unit, there will be only one project developed in pairs, continuously developed and monitored. Specific tutorial sessions will be offered on the themes/issues that students wish to address in their respective projects.

Internship(s)

Não

Syllabus

School policies in the organization of the curriculum and learning
2. Models of leadership and team management and their implications for teaching practices
3. Teachers and middle management
i. Pedagogical organization: educational teams, middle leadership, curriculum development and educational action planning (class councils,
year councils, coordination with the multidisciplinary team supporting Inclusive Education...)
ii. Classroom: Support for learning; organizing and coordinating students' work, relations with families
4. The role of leadership and middle management in change and innovation in the school context

Content Explanation

The aim of this course is to train students in the various areas of activity that exist in the institution and which also involve the classroom
context. It highlights the importance of middle management, teamwork and organizing pedagogical work together, given that today's
professionals don't work in isolation. There is thus a link between the objectives proposed in the course and the content to demonstrate the
relationship between the macro level of European and national educational policies and the meso level of the (re)conception of these
policies at school level and in the micro contexts of their application, taking into account all the various elements involved in the decisionmaking
processes and the organization of educational practices.

Methodology Explanation

The methodologies proposed, as well as the assessment, are based on the principle of progressive learning in which the student formulates
their work throughout the course, obtains feedback on it from the group and the teachers and improves it. The work to be done is a proposal
for articulation between what stems from the analysis of an existing teaching practice in the field, which involves leadership and cooperation
in the organization of the curriculum and learning, and the reflection on these issues provided by theoretical constructs guided by analysis
and research. This back and forth between practice and theory provides the necessary link to understand the objectives and content
proposed and to situate future teaching practice within the collective organization that is the school and the link between professionals and
different levels of education.

Responsible Lecturer(s)

Carla Cibele Fiel Vasconcelos Figueiredo - 1.º Semester

Bibliography

Costa, E. & Almeida, M. M. (Coord) (2022). 25 anos do Programa TEIP em Portugal. Instituto de Educação-ULisboa
Formosinho, J., Verdasca, J. & Alves, J. (2016). Nova Organização Pedagógica da escola, caminhos de possibilidades. Fundação Manuel
Leão
Forte, A. & Flores, M. A. (2017) Experiências de colaboração na escola: O que dizem os professores? in Flores, Moreira, Oliveira, e
Mesquita, (Orgs) Atas do II Colóquio - Desafios Curriculares e Pedagógicos na Formação de Professores (Formação e[m] contexto de
trabalho), Centro de Investigação em Estudos da Criança (CIEC). ISBN 978-972-8952-44-0, pp. 226-240
Leite, C., & Pinto, C. L. (2016). O trabalho colaborativo entre os professores no quotidiano escolar: Condições para a sua existência e
sustentabilidade. Educação, Sociedade & Culturas, 48, 69-91. https://doi.org/10.34626/esc.vi48.176
Lima, Licínio, (2002), Organização escolar e democracia radical: Paulo Freire e a governação democrática da escola pública, Ed. Cortez