Class Supervision, Leadership and Project Management

  The UC is based on the assumption that the role of the supervisor, as an organizational and pedagogical leader and development agent of the educational community, requires, in addition to other skills, that he / she knows how to think proactively and strategically, manage and mobilize people and teams, promoting personal and organizational development. The option for a theoretical and methodological framework selected at the intersection of contributions from the sociology of organizations and project theory is justified by its suitability for the acquisition by the master's students of in-depth knowledge and the development of reflective analysis attitudes about qualified leadership concepts and practices educational, valuing participation / mobilization and co-responsibility of all those involved in the educational process, namely, in the scope of the management of, and by, projects.

Not applicable

  PC1. Organizational dimensions of the school 1.1 Mission and objectives, structures, dynamics, cultures and environment. 1.2. Competence areas or management fields of educational organizations. PC2. Leadership and supervision 2.1. Leadership concepts 2.2. Leadership styles. 2.3. School leadership and culture. 2.4. The supervisor's role in the development of the educational community. PC3. Leadership and project methodology. 3.1 Project Theory: action-research and praxeology. 3.2 Design models and project development. 3.3 Planning a project evaluation.

Different teaching methodologies (TM) will be used: Lectures supported by specialised bibliography (TM1); Analysis and discussion of case studies (TM2); Guided readings and critical analysis of scientific articles (TM3); Development and presentation of applied projects (TM4); Collaborative small-group work (TM5); Simulation and role-playing of leadership and supervision scenarios (TM6); Feedback provided by the lecturer on the work developed (TM7).

Cabral, L., & Alves, J.  (Coord.) (2020). Gestão Escolar e Melhoria das Escolas.F. Manuel Leão Costa, J. A., Castanheira, P. (2015). A liderança na gestão das escolas: contributos de análise organizacional. Revista Brasileira de  Política e Administração de Educação,31 (1), 13 - 44, DOI: https://doi.org/10.21573/vol31n12015.58912 Glickman, C. Gordon, S. & Ross-Gordon, J. (2010). Supervision and Instructional Leadership. Pearson. Goleman, D.; Boyatzis, R.; Mckee, A. (2007). Os Novos Líderes - A Inteligência Emocional nas Organizações.  Gradiva. Ika, L, & Saint-Macary, J. (2023). Managing Fuzzy Projects in 3D: A Proven, Multi-Faceted Blueprint for Overseeing Complex Projects. Intermediate to advanced Ndidi,O, et al. (2025). Educational Management, Leadership and Supervision: Contemporary Perspectives   Jones, G. (2018). Evidence-based School Leadership and Management. SÁBIO  Sergiovanni, T. (2004). O mundo da liderança. Desenvolver culturas, práticas e responsabilidade pessoal nas escolas. ASA.