Liderança e Gestão de Equipas Educativas

Learning objectives
In the cognitive dimension (knowledge): to know the classic theories of organizational leadership; deepen the "servant leadership" model and its updates; know the theoretical and practical references of Coaching and Team Coaching and their relevance in the current context of educational innovation; appropriate leadership methodologies and tools and management of educational innovation teams; know how to design an innovation project from the perspective of an educational team. In the instrumental dimension (know-how): know how to handle diagnostic, evaluation and performance instruments of innovative educational teams; as a leader, be able to apply the coaching principles and know how to chart an evolving team coaching process with educational teams; be able to lead a team innovation project. In the attitudinal dimension (being): manifesting empathic and decentered behaviors - active and structured listening, rapport, feedback, etc. - "on task" and in leadership situations.

Syllabus
1. Organizational leadership theories and metaphors: 1.1. Classical Theories: Trace Theory, Behavioral Theories, Contingency Theories 1.2. Emotional intelligence: self-awareness, self-management, social awareness, relational management 1.3. Relevance of "Servant Leadership" (Robert K. Greenleaf) and its Updates 2. Coaching and Educational Team Coaching: 2.1. Coaching: Definition, Essential Functions and Tools 2.2. Team Coaching: Competencies, Process and Specific Tools 3. Leadership and Management of Innovation Education Teams 3.1. Be a leader and lead: contexts, conditions, determine and communicate Vision, Mission and Strategy 3.2. Teams: motivation as a driver; sense of belonging as a connection; distribution of tasks 3.3. Innovation: from idea to project - design, implementation, monitoring and evaluation 3.4. Building of a (practical) Innovation project 3.5 Presentation and discussion of projects

Teaching methodologies (including evalution)

The set of active strategies to mobilize [role play, self-record and hetero-observation in a professional context, critical and case-oriented analysis], the use of external guests [5 seminars-debates] and the individual feedback to provide to the students (OT) operationalize the learning objectives. The learning assessment will be cumulatively assessed by: a) the quality of participation and constructive dialogue, the assertive and empathic cooperation and communication established in the group in role-playing situations, providing individual feedback to the student (points 1 and 2 = 50%); b) for the accomplishment of individual written work (point 3 = 50%) that consists in the elaboration, by the student, of a critical reflection on an interview to an educational change leader.

Essential Bibliography (including ISBN)

Greenleaf, R.K. (2015). The Servant as Leader. Ed. The Greenleaf Center for Servant Leadership; rev Edition edition. Penim, A. T.; Catalão, J. A. (2017). Ferramentas de Team Coaching. Ed. Lidel. Gonçalves, J.L. (coautor) (2019). Construir Pontes Ubuntu - Para uma Liderança Servidora. Edição: Consórcio "Ubuntu Building Bridges for Peace", Projeto Erasmus+ n.º 2017-3-PT02-KA205-004651. ISBN 978-989-99993-4-3. Cap. I - "A doação de si com propósito e sentido", pp. 19-36; Cap. II - "Liderança Servidora: uma inspiração em contracorrente cultural", pp. 105-111. OECD-Improving School Leadership - http://www.oecd.org/education/school/improvingschoolleadership-home.htm School leadership: when good leaders build the future education of Europe. In: https://www.schooleducationgateway.eu/en/pub/latest/practices/school-leadership--when-good-.htm