In training contexts, diffuse educational leadership can help deal with complex, unpredictable and challenging situations. Knowing the dimensions of leadership is strategic for future trainers to be able to qualify organizational and decision-making processes. This course delves into how to analyze the context, enhance all stakeholders, and promote cooperation and well-being by practicing democratic leadership.
With the study of “Educational Leadership and Process Design,” the student will be able to achieve the following learning objectives.
In terms of knowledge and understanding skills ...
- Know widespread educational leadership and the possibilities for its exercise in educational and training contexts.
- Know and understand the implications of diffuse educational leadership with teaching, student learning, professional and territorial communities.
- Understand the importance of the emotional dimension of leadership, organizational climate, and people's well-being.
In terms of the ability to apply knowledge and understanding ...
- Ability to design, monitor and evaluate training interventions
- Ability to manage complex interpersonal dynamics, making evidence-based decisions
-Ability to make use of data collection tools and to process and analyze the information collected
- Ability to make use of new technologies to foster the sustainability and effectiveness of organizational processes
In terms of autonomy of judgment ...
- Develop the ability to monitor training processes and assume a trainer-researcher posture
- Develop the ability to self-evaluate one's own performance and ability to exercise widespread educational leadership
In terms of communication skills ...
- Knowledge of effective communication techniques
- Ability to develop written documentation related to project implementations in educational settings
- Ability to make use of strategies to practice active listening
In terms of learning skills ...
- Ability to detect data and information using reliable sources including using new technologies and AI
- Ability to analyze contexts and reflect critically in order to identify strengths and possible critical issues
With the study of “Educational Leadership and Process Design,” the student will be able to achieve the following learning objectives.
In terms of knowledge and understanding skills ...
- Know widespread educational leadership and the possibilities for its exercise in educational and training contexts.
- Know and understand the implications of diffuse educational leadership with teaching, student learning, professional and territorial communities.
- Understand the importance of the emotional dimension of leadership, organizational climate, and people's well-being.
In terms of the ability to apply knowledge and understanding ...
- Ability to design, monitor and evaluate training interventions
- Ability to manage complex interpersonal dynamics, making evidence-based decisions
-Ability to make use of data collection tools and to process and analyze the information collected
- Ability to make use of new technologies to foster the sustainability and effectiveness of organizational processes
In terms of autonomy of judgment ...
- Develop the ability to monitor training processes and assume a trainer-researcher posture
- Develop the ability to self-evaluate one's own performance and ability to exercise widespread educational leadership
In terms of communication skills ...
- Knowledge of effective communication techniques
- Ability to develop written documentation related to project implementations in educational settings
- Ability to make use of strategies to practice active listening
In terms of learning skills ...
- Ability to detect data and information using reliable sources including using new technologies and AI
- Ability to analyze contexts and reflect critically in order to identify strengths and possible critical issues
teacher profile teaching materials
The general course (6 credits) includes 36 hours of synchronous lessons that take place in person. Class attendance is strongly recommended, but not mandatory.
The teaching activities will be carried out through the use of the Moodle online platform of the Department of Education Sciences (formonline.uniroma3.it).
In the general course there will be lessons with participation and students will be invited to interact in an active way. Teaching strategies aimed at promoting collaborative learning, critical thinking and the reflective skills of students will be introduced. Tools will be used to encourage self-assessment and formative feedback both between teacher and student and between peers. Multimedia devices and apps will be used to encourage student involvement and to enhance the learning process.
The in-depth course (3 credits) includes 18 hours of laboratory activities carried out both online and in person. The course involves the creation of peer work groups that will be given specific assignments to be carried out within a certain due date. The groups will be formed during the course. Those who are unable to participate in group activities will be provided with supplementary group or individual activities. 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: formonline.uniroma3.it.
Earley, P., Greany, T., Moretti G., & Barzanò G. (a cura di) (2024), Leadership educativa in un ecosistema formativo che cambia, Anicia.
Programme
The 9 credit course is divided into a general course (6 credits) and an in-depth course (3 credits). The in-depth course material and the online activities take place on the platform of the Department of Education at: formonline.uniroma3.it.The general course (6 credits) includes 36 hours of synchronous lessons that take place in person. Class attendance is strongly recommended, but not mandatory.
The teaching activities will be carried out through the use of the Moodle online platform of the Department of Education Sciences (formonline.uniroma3.it).
In the general course there will be lessons with participation and students will be invited to interact in an active way. Teaching strategies aimed at promoting collaborative learning, critical thinking and the reflective skills of students will be introduced. Tools will be used to encourage self-assessment and formative feedback both between teacher and student and between peers. Multimedia devices and apps will be used to encourage student involvement and to enhance the learning process.
The in-depth course (3 credits) includes 18 hours of laboratory activities carried out both online and in person. The course involves the creation of peer work groups that will be given specific assignments to be carried out within a certain due date. The groups will be formed during the course. Those who are unable to participate in group activities will be provided with supplementary group or individual activities. 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: formonline.uniroma3.it.
Core Documentation
Moretti, G. (2023), La leadership educativa situata, Anicia.Earley, P., Greany, T., Moretti G., & Barzanò G. (a cura di) (2024), Leadership educativa in un ecosistema formativo che cambia, Anicia.
Attendance
Class attendance is strongly recommended but not mandatory.Type of evaluation
Final assessment develops in form of oral examination and includes, among other things, the presentation-discussion of the laboratory activities carried out both online and in person. Access to the oral examination is subject to the implement of the activities agreed on formative path.