School Organization and Administration

Recommended Prerequisites

Not applicable.

Teaching Methods

Collective teaching sessions to appropriate named contents, complemented with bibliographic sources exploratory tasks; oriented teaching to conceive, in small group, a written work resulting from contact with teachers with management positions in real context.

Learning Outcomes

The course is based on mobilizing knowledge inherent in the development of management skills of teachers, aiming a first application of those knowledge and skills during the period of supervised teaching practice. It seeks students develop the ability to diagnose and identify critical factors and characteristics related to teacher performance in its' school management dimension, to participate in organizational processes embedded in middle management and critically evaluate the possibilities of teachers' intervention in those organizational processes.

Outcomes inherent to course:

- To participate in action-research projects and on school organizing, administration and management.

- Promote conception, construction, development and evaluation of curricular and educational projects in different institutional levels and dimensions.

Work Placement(s)

No

Syllabus

1. The emergence and consolidation of school model in the configuration of existing structures.

2. Traditional centralization of Portuguese education system and policies to decentralization.

3. The new forms of regulation as a product of redefinition of State role: the case of Western Europe.

4. Structuring of current education system and actual system of administration and management of schools.

5. Metaphors applied to school organizations or contributions’ synthesis to analysis of school organizations.

6. Forms of power in school organizations.

7. Organizational culture, professional culture and school climate as determinants of the middle management.

8. Models and leadership styles. Top management and leadership.

9. Middle management: characterization of teachers’ positions within school structures and profile of skills required; possibilities and constraints of specific contexts.

10. Factors of effectiveness in school: emphasis on leadership, autonomy and collaboration.

Head Lecturer(s)

Rui Adelino Machado Gomes

Assessment Methods

Assessment
Laboratory work or Field work: 40.0%
Frequency: 60.0%

Bibliography

Barroso, J. (2006). Políticas Educativas e Organização Escolar. Lisboa: Univ. Aberta.

Costa, J. A.; Mendes, A. N.; Ventura, A. (orgs.) 2000. Liderança e Estratégia nas Organizações Escolares. Aveiro: Univ. Aveiro.

Formosinho, J. et al. (2000). Políticas educativas e autonomia das escolas. Porto: Ed. ASA.

Gomes, R. (2005). O governo da educação em Portugal: Coimbra: Imprensa da Universidade.

Gomes, R. (1998). Culturas de escola e identidades dos professores. Lisboa: Educa.

Gomes, R.; Coelho, M. (2007). Articulação curricular e cultura de escola – estudo de uma escola secundária. Revista Portuguesa de Pedagogia, n.º 41-2.

Hargreaves, A. (1999). Os professores em tempos de mudança. London: McGraw-Hill.

Nóvoa, A. (1995). As Organizações Escolares em Análise. Lisboa: IIE, Dom Quixote, Lisboa.

Sá, V. (1997). Racionalidades e práticas na gestão pedagógica: o caso do director de turma. Lisboa: IIE.

Sergiovanni, T. J. (2004). Novos caminhos para a liderança escolar. Porto: Ed. ASA.